Classify by Size/Drag, Drop and Resize Images 2Students should be able to drag, drop, and resize images as they classify each image by comparing texture.
I can classify by objects by texture.
I can drag, drop and resize images from a file.(Under 3 ratings)

Classify by Size/Drag, Drop and Resize Images 2Students should be able to drag, drop, and resize images as they classify each image by comparing texture.
I can classify by objects by texture.
I can drag, drop and resize images from a file.(Under 3 ratings)

Different Types of PlantsStudents will differentiate between fruits and vegetables using their Preferred Mode of Communication (PMC). Students will develop an understanding of plant diversity, and the awareness of how plants are the similar, and how they are different.(Under 3 ratings)

Does it Float or Does it Sink?SC.K.N.1.Ps.b Recognize common objects in the natural workd through observation.
SC.1.P8.Pa.a Identify common classroom objects by one observable property.(Under 3 ratings)

Does it Float or Does it Sink?SC.K.N.1.Ps.b Recognize common objects in the natural workd through observation.
SC.1.P8.Pa.a Identify common classroom objects by one observable property.(Under 3 ratings)

Gingerbread Men Taste Test (TK)Students will acknowledge, comprehend, and utilize the new voice stoplight and demonstrate positive behavior.
Students will observe, explore, draw, and write about new Holiday flavors through their five senses.
Students will grasp, read, and write Holiday flavor vocabulary.
Students will compare and contrast Holiday flavors directly and indirectly.(Under 3 ratings)

Hibernation - Kinder classRead picture book about animals in the woods that hibernate. Discuss what hibernation is.(Under 3 ratings)

Lesson PlanStudents will be able to understand and define hibernation, to learn the environmental indicators signaling an animals need to hibernate and to learn the names of some hibernating animals(Under 3 ratings)

Lesson PlanStudents will be able to
1) To understand and define hibernation
2) To learn the environmental indicators signaling an animals need to hibernate
3) To learn the names of some hibernating animals
4) To connect the students knowledge through multi-disciplinary teaching: charting information and creative representation (oral story telling/songs)(Under 3 ratings)

Lesson Plan1. To discover which animals hibernate
2. To understand how animals prepare for hibernation
3. To learn where animals go to hibernate(Under 3 ratings)

Lesson PlanThe students will be able to identify the parts of the plant.
They will begin to understand the life cycle of a plant.(Under 3 ratings)

Lesson PlanStudents will:
1.Be able to compare and contrast which sense(s) they use for each object.
2.Name which body part corresponds to a sense.
3.Draw/record how each sense can be used.
4.Share their discoveries with their families.
5.Make a Five Senses Journal about their senses.
6.Create a sense mask.(Under 3 ratings)

Lesson PlanStudents will learn how germs are made and how germs are passed to someone.
Students will learn how to properly wash their hands and how to keep from passing germs.(Under 3 ratings)

Lesson PlanStudents will learn how germs are made and how germs are passed to someone.
Students will learn how to properly wash their hands and how to keep from passing germs.(Under 3 ratings)

Lesson PlanRain can be experienced through all five senses
Rain is helpful
Rain changes things(Under 3 ratings)

Lesson PlanStudents should be able to identify the different parts of a tree(Under 3 ratings)

Lesson PlanHow to dress for the rain and follow step by step directions(Under 3 ratings)

Lesson PlanThrough the lesson, students will gain an increased awareness of weather.(Under 3 ratings)

Lesson Plan1. To discover which animals hibernate
2. To understand how animals prepare for hibernation
3. To learn where animals go to hibernate(Under 3 ratings)

Marine MarshalsTo introduce the problem of pollution in the marine environment.(Under 3 ratings)

Marine MarshalsTo introduce the problem of pollution in the marine environment.(Under 3 ratings)

PowerPoint ShapesI can use digital tools to create shapes.
I can change the color of shapes I created using PowerPoint.
I can format each shape by size, color, texture and other effects.(Under 3 ratings)

Pumpkin LessonStudents will be able to identify the parts of a pumpkin.(Under 3 ratings)

PumpkinsAR.2. Life Science: Living Systems: Characteristics, Structure, and Function: Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology
LS.2.K.5. Structure and Function: Name and describe the five senses
Students will use their 5 senses to feel of the insides of a pumpkin. This will include; Sight- The students will look at the pumpkin to see if it is big, small, round or lopsided. Hear- The students will put their ear up to the side of the pumpkin while someone digs on the inside. This will give the students a new idea of what a pumpkin sounds like! Touch/Feel- The students will feel of the texture of the outside of the pumpkin. This will help them to understand that not all pumpkins feel the exact same way. The students will also feel of the insides of the pumpkin. Is it slimy? Smell- The students will smell of the insides of the pumpkin, and they will smell of the pumpkin seed before they taste it. Taste- The students will taste of two pre-packaged pumpkin seeds.(Under 3 ratings)

ScienceStudents will learn about how to make a seed grow by planting seeds.(Under 3 ratings)

Sleet and Ice (TK)Students will acknowledge, comprehend, and utilize the new voice stoplight and demonstrate posi ve behavior.
Students will observe, explore, draw, and write about ice.
Students will make predictions about ice.
Students will grasp, read, and write Winter weather vocabulary.
Students will compare and contrast Winter weather directly and indirectly.(Under 3 ratings)

Space, planets, EarthStudents should be able to...recognize planet Earth; tell how many planets there are(Under 3 ratings)

The Fall SeasonChildren will observe the different shapes, sizes, and vein patterns of leaves as they make fingerpaint leaf prints. Students will be able to identify different words related to the fall season.(Under 3 ratings)

The Life Cycle of a FrogStudents will be able to visually and verbally identify at least four stages of a frog's life cycle. Students will be able to place these pictograms in chronological order(Under 3 ratings)

Tide Pool Explorers1. Students will be able to identify the different animal living in our tide pool
2.Students will learn and understand one "good tide pooling rule."
3. Students will be able to recognize adaptations for survival in a tide pool.
4.Students will be able to describe what a tide pool is.(Under 3 ratings)

TreesTo understand what parts make up a tree.
2. To understand what function each part serves.
3. To understand the relationship between the
function and parts of a tree and those of
humans.(Under 3 ratings)

WelcomeSWBAT learn about the library rules and procedures(Under 3 ratings)

What is a force?Students can define force and recall a variety of forces including invisible forces like gravity, magnetism, wind etc.(Under 3 ratings)

What's the Matter?Students will be able to describe , categories, compare and measure observable physical properties of matter and objects.
I will read a book about Matter.(Under 3 ratings)

"We Will Rock You"Genre Lesson Plan
Mike Biancaniello
Lesson/Activity Topic: The Rock Genre Grade Level: Kindergarten
Thoughts in planning:
- Allows students to freely express themselves and their feelings.
- The students are able to hear short clips of different styles of rock music.
- If students cannot physically move, they can bob their head to the beat or tap their hands.
- It will allow students to understand and move to the rhythm of a song, while clapping their hands and stomping their feet.
Goals for the learner: Students will be able to create music using body movement and relate the movements to the rhythm of a song.
Assessment: Teachers will assess the students visually. The teachers will walk around throughout the room and make sure students are stomping their feet and clapping their hands at proper times to the rhythm of a song.
Materials/Media:
- “We Will Rock You” song by Queen
- a variety of different punk, soft, alternative, and classic rock songs
- paper (construction, or plain white)
- pencils, markers, crayons
Instruction: First, begin reviewing the other genres of music the students have learned. Review the names and what types of songs they include. Then, introduce the genre Rock. Give students a brief history. Name some different styles of rock music such as alternative, classic, soft, and punk rock. The teacher could present information in a PowerPoint for visual learners.
Procedure:
- First, teach children to stay in their own space. Their space is one step in front, behind, and to both sides of them.
- Play a variety of different styles of rock music and have students dance freely, as well as hum or sing along to the music they hear.
- Teach students what the rhythm of a song is. Rhythm is the movement or procedure with uniform or the pattern reoccurrence of a beat.
- Play the song “We Will Rock You” by queen. First, have students listen to the music.
- Then, show students how and when to clap and stomp to the beat of the song. Teach them that they are to stomp and clap according to the rhythm of the song.
- Play the song another time, so they have the chance to clap their hands and stomp their feet to the rhythm of the song.
- After students are done dancing, they can go back to their desks and reflect on the music they just heard. The students will each be given a piece of paper to draw what they think of when they hear rock music. While students are drawing, the teacher can play rock music in the background.(Under 3 ratings)

Adjectives and HabitatsStudents will:
1. be able to identify adjectives.
2. be able to use adjectives correctly in their writing.
3. be able to select adjectives to enhance their writing across a variety of content area(s) and topics.(Under 3 ratings)

Adjectives and HabitatsStudents will:
1. be able to identify adjectives.
2. be able to use adjectives correctly in their writing.
3. be able to select adjectives to enhance their writing across a variety of content area(s) and topics.(Under 3 ratings)

Animal CamouflageWhile some of us stand out in a crowd others tend to blend in and it’s the same in the animal kingdom. This animal camouflage lesson plan explains some of the concepts and offers a fun activity to help kids understand how camouflage works.(Under 3 ratings)

Bears, bears, bears!The students will share information from their chart and contribute a similarity or difference to our class chart.
The students will write and illustrate at least one sentence about bears.(Under 3 ratings)

BirdsStudents will:
Understand that birds come from eggs.
Identify characteristics of birds. (e.g. have feathers, come from eggs, use their beaks to eat)
Materials
Bird collage/chart from Lesson One
K-W-L Chart from Lesson One
3 gummy worms for each child
Paper plates
Yellow construction paper
Index cards
Glue
Paper
Crayons
Scissors
12 pictures of birds (2 matching pairs of 6 different birds)
A variety of feathers
Set Up and Prepare
Tape a variety of bird tracks on the wall. Find them on the Internet or in the book Animal Tracks by Arthur Dorros.
Group your students for rotation through four independent centers. Set up the centers as follows:
Bird Memory Game: Glue the bird pictures onto index cards. Students will play a bird memory game.
Eat Like a Bird: Set out gummy worms and construction paper beaks. To make the beaks, fold a piece of yellow construction paper three times and then cut a triangle from the folded side alone. It will open up in a diamond shape. Staple each side and draw lines so it resembles a beak. Remind students how birds use their beaks to eat, and that they will practice this by holding the beaks with their hands and feeding themselves like a mother bird feeds her young. (Provide new plates with gummy worms for each child each time students rotate through this center.)
Draw and Glue Feathers on the Bird: Set out the Bird collage/chart from Lesson One, paper, crayons, glue, and feathers. Students will use the Bird collage/chart for ideas on how to draw and decorate their birds.
Bird Read-a-Thon: Provide non-fiction and fiction about birds. Students will read a few of these in this center.
Directions
Part I
Step 1: Before the children arrive, tape 15 tracks across the wall.
Step 2: Gather the children together to review the bird song from Lesson One. As you sing the song, display the bird collage/chart and encourage students to name the birds displayed. Name ones they do not know. Explain that all animals have body coverings to help them survive. Ask: What do birds have covering their bodies? (feathers) Tell the children that animals use different parts of their bodies to get food. Ask: What parts of their body do birds use to eat? (beaks, claws) Ask: Do birds come from eggs or their mother's bodies? (eggs)
Step 3: Explain that they will be going to different centers to explore magnificent birds. Explain t(Under 3 ratings)

Busy Buzzy Bee StoryStudents will be able to orally share and write facts about bees.(Under 3 ratings)

Busy Buzzy Bee StoryStudents will be able to orally share and write facts about bees.(Under 3 ratings)

Buzz about Bees bookletStudents will be able to orally share facts about bees, identify bee anatomy and write 3 complete sentences.(Under 3 ratings)

ChrysanthemumThe student will be able to define the elements of a story by writing complete sentances.
The student will be able to clearly recite the events of a story.(Under 3 ratings)

dirty water to clean waterStudents will be able to replicate a clean water system, understanding that God's great resource of water is renewable.(Under 3 ratings)

Forests, Oceans, Wetlands and DesertsChildren will be able to:
*Identify living things that live on a tree.
*Explain how plants and animals live in a forest.
*Compare and Contrast ocean and wetland animals.
*Describe oceans and wetlands
*Describe a desert.
*Explain how plants and animals live in a desert.(Under 3 ratings)

Frogs Versus ToadsKnow about the diversity and unity that characterizes life
Compare and contrast characteristics of frogs and toads
Generalize knowledge of characteristics of frogs and toads into a story reflecting their knowledge(Under 3 ratings)

HabitatIntegrate information from the non-fiction passage “Habitats - What is a Habitat?” and the book Fireflies! to determine what a habitat is and its importance to the animals living in it.(Under 3 ratings)

Hibernation - 1st grIntroduce "hibernation" by reading a fiction story written in rhyme about animals that hibernate and showing the photos in a non-fiction book of hibernating animals. Discuss differences between fiction and non-fiction.(Under 3 ratings)

How does it work?The children will learn to use library books and computers to research about different methods of transportation. They will also learn how these machines work (the engines, if they use gas, how they have evolved over time). They will also learn about forces that make these machines go and also the push pull affect of wheels and such.(Under 3 ratings)

Important Parts of a PlantSWBAT:
-Recognize that all plants need the basic necessities of air, water, food, and space.
-Identify the major parts of plants, including stem, roots, leaves, and flowers.(Under 3 ratings)

It's Alive and I Know WhyStudents can...identify the characteristics and compare and contrast Living and Non-Living Things.(Under 3 ratings)

LabelingStudents will be able to demonstrate knowledge of parts of the face, and the different parts of a fish by labeling or pointing.(Under 3 ratings)

Lesson PlanStudents will identify Living things from non-living things.
Students will be introduced to what is a living thing.(Under 3 ratings)

Lesson PlanBuild science vocabulary, while learning about plants, how to grow plants and how to record and make observations about the plants.
I can make observations about how plants grow and record my observations.(Under 3 ratings)

Lesson PlanStudents will learn about the human impact on the environment.
Students will learn cause and effect of cutting trees on wild fires and pollution.
Students will learn about the importance of preserving the environment.
Students will describe their understanding of “The Lorax” story in their journals.
Students will make connections between “The Lorax” story and their own lives/
environment.
Students will write a summary of “The Lorax” story.
Students will write three paragraphs on way(s) that they will help the Lorax and
his friends.(Under 3 ratings)

Lesson PlanLearning Goal: we can identify that changing the shape a material can affect its strength.(Under 3 ratings)

Life Cycle of a PlantStudents will be able to identify and label the life cycle of a plant.
Standard: ELA.1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas.(Under 3 ratings)

Life Cycle-Butterfly Drag, Drop ImagesI can identify the life cycle stages of a butterfly.
I can drag, and drop images from a file.
I can use the keyboard to type a sentence.(Under 3 ratings)

Living ThingsSWBAT:
Recognize that all organisms cause changes in the environmemnt, and the changes can be very noticeable or slightly noticeble, or fast or slow(Under 3 ratings)

Living Things and Where They LiveChildren will be able to:
* Identify characteristics of living things and nonliving things.
* Differentiate between living and nonliving things
* list what living things need(Under 3 ratings)

Living Things Cause ChangeSWBAT:
Recognize that all organisms cause changes in the environmemnt, and the changes can be very noticeable or slightly noticeble, or fast or slow(Under 3 ratings)

Looking At Our EarthChildren will be able to:
*Describe the materials that cover the Earth
*Compare and Contrast Earth's natural resources(Under 3 ratings)

Mighty Earth MoversTo learn about ecosystems and habitats. To see how things and animals are interdependent upon living and nonliving things. To understand the flow of energy to maintain life within a habitat.(Under 3 ratings)

Nocturnal AnimalsStudent's will be able to identify/ point to/ label different nocturnal animals. Student's will be able to identify sight words. "not" and "at" through the short reader, "Animals at Night".(Under 3 ratings)

Parts of a PlantSWBAT:
-Recognize that all plants need the basic necessities of air, water, food, and space.
-Identify the major parts of plants, including stem, roots, leaves, and flowers.(Under 3 ratings)

Parts of a PlantStudents will be able to identify and label the parts of a plant and write the purpose for each part of the plant.(Under 3 ratings)

Parts of a PlantStudents will be able to identify and label the parts of a plant and write the purpose for each part of the plant.(Under 3 ratings)

Parts of a Plant LessonStudents will be able to identify and label the parts of a plant and write the purpose for each part of the plant.(Under 3 ratings)

Parts of a Plant LessonStudents will be able to identify and label the parts of a plant and write the purpose for each part of the plant.(Under 3 ratings)

PeopleChildren will be able to:
1. Identify major body parts and their functions/including sense organs
2. describe how people use there body parts to live and learn about the world
3. identify ways that people change as they grow
4. Understand that to stay healthy, people need to exercise, eat food for energy, and get enough sleep.(Under 3 ratings)

SCIENCE
Sink or FloatStudents will hypothesis and display a basic understanding of density (sink or float) through a hands -on interactive experiment, Tap it board activity and a Float or Sink chart activity. Students will correctly identify which items sink or float by circling the correct choice on the teacher provider worksheet.(Under 3 ratings)

SCIENCE
Sink or FloatStudents will hypothesis and display a basic understanding of density (sink or float) through a hands -on interactive experiment, Tap it board activity and a Float or Sink chart activity. Students will correctly identify which items sink or float by circling the correct choice on the teacher provider worksheet.(Under 3 ratings)

Science (Review & Test)Children will be able to:
* Identify characteristics of living and nonliving things.
* Differentiate between living and nonliving things.
* Understand that all living things need food, water, air, and space.
* List those things that living things need.
* Explain how plants and animal live in a forest.
* Compare and contrast ocean and wetland animals
* Explain how plants and animals live in the desert
* Describe oceans and wetlands; forests and deserts.(Under 3 ratings)

Science 10/10/13Students will be able to describe what they observed on the weather walk.(Under 3 ratings)

Science 10/11/13Students will be able to identify ways in which the wind can be helpful.(Under 3 ratings)

Science Lesson 5Given instuction about the sense of tasting, students will understand the place "tasting" has in our daily lives.(Under 3 ratings)

Science/Health/Reading-Human BodyStudents will draw and write about a specific internal body part of their choice explaining what it does and why it is important.-Assignment #1
Students will write an opinion describing which book they liked the most and telling how it helped them to learn more about the human body.-Assignment #2(Under 3 ratings)

Science/Math RainbowsThe students are finishing a unit on "Weather" The students will be able to count, identify colors and a "rainbow" when completed.(Under 3 ratings)

SEA MURALStudents will be able to identify and describe sea creatures. Students will be able to draw and be creative with sea creatures.(Under 3 ratings)

Sea OttersObjectives:
• Students will be able to describe the physical characteristics of otters.
• Students will be able to identify the behavioral characteristics of otters.
• Students will be able to explain how otters are organized into groups and how they communicate with each other.(Under 3 ratings)

Seasons Lesson PlanThe students will learn about the four seasons and share what they have learned with the class.(Under 3 ratings)

Sink or FloatStudents will be able to demonstrate knowledge on whether objects will sink or float.(Under 3 ratings)

Sink or Float ExperiementsStudents will have a hunch or be able to predict whether an object will sink or float.
Students will be able to test their hunch or prediction.
Students will be able to record their observations of the experiments they complete.(Under 3 ratings)

Staying HealthyStudents will identify ways in which we can stay Healthy(Under 3 ratings)

StellalunaStudents will recall details from the story.(Under 3 ratings)

StellalunaStudents will answer comprehension questions to show understanding of the story(Under 3 ratings)

The Busy Body BookStudents will be able to ask and answer key details about a text.
Students will create a page by drawing and describing an internal body part to contribute to a class book.
Students will write an opinion describing which book they liked best and why.(Under 3 ratings)

The Lettuce Garden - Day OneStudents will learn to mix compost & topsoil for planting seeds. Students will learn about what plants need to survive and thrive. Students will create a lettuce garden, observing and documenting plant growth, through to the point of harvesting and eating the food they grow.(Under 3 ratings)

Wk 12 Plants and Animals (Food Chain)Understand what plants and animals need to survive.
Realize that plants make their own food, and animals hunt for their food.
Understand the difference between carnivores, omnivores, and herbivores.
Learn about the food chain and how all living things depend on plants for survival.(Under 3 ratings)

Wk 13 - Science - Learning about Plants: SeedsIdentify common seeds.
Identify the parts of a seed.
Identify the parts of a plant and their functions.
Learn about the different methods of seed dispersal.
Identify the conditions necessary for seed growth.(Under 3 ratings)

"Moonshot" The Flight of Apollo 11After completing this lesson, students will be able to compare the differences and similarities between the moon and planet earth. By completing the activities, students will also be able to compare the different settings in the book, Moonshot: The Flight of Apollo 11, to understand the major events in the Apollo 11 mission.(Under 3 ratings)

"Moonshot" The Flight of Apollo 11After completing this lesson, students will be able to compare the differences and similarities between the moon and planet earth. By completing the activities, students will also be able to compare the different settings in the book, Moonshot: The Flight of Apollo 11, to understand the major events in the Apollo 11 mission.(Under 3 ratings)

April Eco-Play Lesson PlanSWBAT recite the importance of caring for the Earth
SWBAT explain how they can protect the Earth
SWBAT identify why animals are important to Earth and how we can protect them
SWBAT construct tools for observing animals in nature
SWBAT judge and record different types of wildlife within their community(Under 3 ratings)

April Eco-Play Lesson PlanSWBAT recite the importance of caring for the Earth
SWBAT explain how they can protect the Earth
SWBAT identify why animals are important to Earth and how we can protect them
SWBAT construct tools for observing animals in nature
SWBAT judge and record different types of wildlife within their community(Under 3 ratings)

Floating vs. SinkingThe students will learn about some different objects that either float or sink when placed in a tub of water. They will then learn about what characteristics contribute to why each item floats or sinks.(Under 3 ratings)

GRAVITY AND FRICTIONStudents will be able to identify the Earth's gravity and its pull on objects.
Students will be able to identify the force of Friction and the reaction when two things are rub together.(Under 3 ratings)

Gravity as a ForceStudents will be able to identify and analyze gravity as a force that pulls objects down.(Under 3 ratings)

Hibernation - 2nd grIntroduce "hibernation" using fiction as well as a non-fiction book. Discuss differences between fiction and non-fiction.(Under 3 ratings)

Lesson PlanCO.1.
Oral Expression and Listening
Build on others' talk in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)
CO.2.
Reading for All Purposes
2.1.b.v.
Identify how word choice (sensory details, figurative language) enhances meaning in poetry
CO.3.
Writing and Composition
3.1.d.
Write simple, descriptive poems
CO.5.
Prepared Graduate Competencies in Reading, Writing, and Communicating: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.
2.3.d.i.
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (CCSS: L.2.5a)
CO.2.3.
Writing and Composition
2.3.2.
Exploring the writing process helps to plan and draft a variety of simple informational texts. Students can:
2.3.2.e.
Use relevant details when responding in writing to questions about texts.(Under 3 ratings)

Lesson PlanWhat are the major organs in our body and what do they do?(Under 3 ratings)

Lesson PlanStudents should be able to understand how a fossil is formed. They should understand how the world was a different place in the past. Students should learn and experience new vocabulary words.(Under 3 ratings)

Lesson PlanSummative Objective #1 Students will study the advantages and disadvantages of wind energy. Students will scientific inquiry to answer Who, what, when, where, why, and how wind energy may be advantageously used or not used.
Summative Objective #2 Students will create a pinwheel to enhance and demonstrate understanding of key details of natural wind energy.(Under 3 ratings)

Lesson PlanSWBAT answer questions as who, what, where, why, and how to demonstrate understanding of key details in a text with a 80% accuracy rate.(Under 3 ratings)

Lesson PlanSWBAT answer questions as who, what, where, why, and how to demonstrate understanding of key details in a text with a 80% accuracy rate.(Under 3 ratings)

Lots of Dots PointillismStudents will recognize the elements of color and how color works together to create an image(Under 3 ratings)

Science LessonList the 4 basic needs of living things.
Predict and observe how habitats provide basic needs.
Create a model of a habitat incorporating the 4 basic needs of an animal.
Recognize the characteristics of the 5 habitats.(Under 3 ratings)

Similarities & Differences in
Butterflies & MothsStudents will describe characteristics of moths and butterflies. Students will work together to create a model of a moth or butterfly.
General Learner Outcome:
Recognize pattern and order in objects and events studied; and, with guidance, record procedures and observations, using pictures and words; and make predictions and generalizations, based on observations. Describe the general structure and life habits of small crawling and flying animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species that have been observed. Specific Learner Outcome:
Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates—that is, animals such as insects, spiders, centipedes, slugs, worms.(Under 3 ratings)

Similarities & Differences in
Butterflies & MothsStudents will describe characteristics of moths and butterflies. Students will work together to create a model of a moth or butterfly.
General Learner Outcome:
Recognize pattern and order in objects and events studied; and, with guidance, record procedures and observations, using pictures and words; and make predictions and generalizations, based on observations. Describe the general structure and life habits of small crawling and flying animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species that have been observed.
Specific Learner Outcome:
Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates—that is, animals such as insects, spiders, centipedes, slugs, worms.(Under 3 ratings)

Similarities & Differences in
Butterflies & MothsStudents will describe characteristics of moths and butterflies. Students will work together to create a model of a moth or butterfly.
General Learner Outcome:
Recognize pattern and order in objects and events studied; and, with guidance, record procedures and observations, using pictures and words; and make predictions and generalizations, based on observations. Describe the general structure and life habits of small crawling and flying animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species that have been observed.
Specific Learner Outcome:
Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates—that is, animals such as insects, spiders, centipedes, slugs, worms.(Under 3 ratings)

Simple Machines/Forces of MotionStudents will be able to analyze how we push and pull objects against the force of gravity and how simple machines may help us in our daily lives.(Under 3 ratings)

The digestive systemStudents will learn the basic parts of the digestive system. Chewing, esophagus, stomach, small intestine & large intestine.(Under 3 ratings)

WINTERThe students will be able to identify various pictures depicting winter
The students will be able to identify various pictures that are not related to winter
The students will be able to affix the appropriate picture, related to winter(Under 3 ratings)

3rd Grade:

Academic VocabularyUsing prior knowledge of the five senses;
1. The students will identify words related to the structure of the eye from a word bank of vocabulary terms by highlighting the word box yellow. Worksheet 1
2. The students will use highlighted vocabulary from worksheet 1 to label a diagram of the eye. Worksheet 2
3. The students will write one to three descriptive sentences about a given vocabulary word, then read the sentences to their group. Peers will identify the name of the eye structure by drawing a picture of it. Worksheet 3
4. The students will identify words related to the structure of the eye and the five senses by finding and circling them in a word search.(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

BAT LOVES THE NIGHTStudents will be able to explain what makes bats useful and interesting.
Students will analyze sequence of events.
Students will determine the meaning of domain specific vocabulary(Under 3 ratings)

Desert Life ReviewStudents will be able to answer questions about desert life using complete sentences, appropriate vocabulary, and explain their thinking upon request.(Under 3 ratings)

Desert Life Writing Final DraftStudents will work cooperatively to produce a final draft of their team paragraph, using corrections, editing, and revising from 1st draft. Students will also create illustrations to go with their paragraph. Students will create a video presenting their paragraph using an iPad.(Under 3 ratings)

Desert Life: Independent ParagraphStudents will work independently to write a topic sentence, 3 supporting sentences, and a concluding sentence about a desert organism and its adaptations and physical characteristics that help it survive. Students will revise and edit their writing, and turn in a final draft.(Under 3 ratings)

Desert Life: Team Writing PromptStudents will work cooperatively to write a topic sentence, 3 supporting sentences, and a concluding sentence about a desert organism and its adaptations and physical characteristics that help it survive. Students will revise and edit their writing, and turn in a final draft.(Under 3 ratings)

Directed Inquiry: Where is Earth's Water?Students will be able to identify where most of Earth's water is found and where the smallest amount of Earth's water is found. Students will be able to explain why we need fresh water. Students will identify the causes and effect of clean streams.(Under 3 ratings)

Earth's Natural Resources-GLADStudents will be able to find main ideas and key details, understand the meaning of words and phrases based on context, ask and answer questions for clarification of text, and participate in group discussions about their learning.(Under 3 ratings)

Earth's WaterStudents will know and explain where Earth's water is found and how much of it is fresh vs. salt water.(Under 3 ratings)

Edible Solar System1) Students will learn the order of the planets.
2) Students will understand the orbits of the solar system.
3) Students will gain knowledge of the color and characteristics of the planets.(Under 3 ratings)

Ellis Elementary After School ProgramThe students should be able to identify and explain the four steps in the frog life cycle. The students should also be able to understand the continuous life cycle concept.(Under 3 ratings)

Every Picture Tells A StoryUsing current Three Americans Exhibit at Arnot Art Museum, Third Grade students will relate the human/animal stories in the displayed art to what they know about their experiences with animals; either through personal experience, reading a story or article about a human/animal interaction or a movie that they have seen. Students will then create a visual story about an animal that they consider a part of their family, or would like to meet.(Under 3 ratings)

Final Assessment Activity
for the Five Senses(Students will use prior knowledge and experience from previous lessons on the five senses)
In small groups students will use their senses to identify properties in a simulated environment. Students will record what senses were used on a foldable. Students will then present what they learned through their senses about the environment to the rest of the class.(Under 3 ratings)

Forms of EnergyHow can we analyze the different forms of energy?(Under 3 ratings)

Here, There ChantStudents will be able to create individual Here, There Chants using their SPC (if they would like to). Students will select the appropriate part of speech to complete their own Here, There Chant.(Under 3 ratings)

History of Space ExplorationAfter the lesson, students will:
1) Learn about the history of space exploration and the "space race" that happened during the Cold War.
2) Improve reading skills (including comprehension and vocabulary).
3) Reflect on what has been learned by discussing ideas, opinions, and personal responses.
4) Use peer-discussion in order to facilitate understanding of the information learned.
5) Introduce the proper way to conduct online research.
6) Develop thought-provoking, relevant questions about what was discussed.
7) Create a timeline using information from their own research and the lessons in class.(Under 3 ratings)

History of Space ExplorationAfter the lesson, students will:
1) Learn about the history of space exploration and the "space race" that happened during the Cold War.
2) Improve reading skills (including comprehension and vocabulary).
3) Reflect on what has been learned by discussing ideas, opinions, and personal responses.
4) Use peer-discussion in order to facilitate understanding of the information learned.
5) Introduce the proper way to conduct online research.
6) Develop thought-provoking, relevant questions about what was discussed.
7) Create a timeline using information from their own research and the lessons in class.(Under 3 ratings)

Intro to Rocks and SoilDetermine student prior knowledge with regards to Rocks and Soil using a KWL Chart, and find out what students want to know.(Under 3 ratings)

Introduction to Energy FlowStudents should be able to identify the Earth's primary source of energy, the sun. Students should be able to identify organisms that receive their energy directly from the sun. Students should be able to identify producers. Students should be able to identify primary, secondary, and tertiary consumers. Students should be able to understand the basic transfer of energy in an ecosystem.(Under 3 ratings)

Lesson PlanStudents will understand how energy changes forces through the force of motion on an inclined plane.(Under 3 ratings)

Lesson PlanStudents will understand how energy changes forces through the force of motion on an inclined plane.(Under 3 ratings)

Lesson PlanStudents will learn how wheels, axles, and pulleys are used to lift heavy objects.
Students wil construct models of pulleys and wheel-and-axle machines.(Under 3 ratings)

Lesson PlanMany students have seen volcanos on TV in different movies and shows, but have they ever created their own? Here is there chance to make one by using baking soda and vinegar to create an awesome chemical reaction(Under 3 ratings)

Lesson PlanIn this unit, students will develop an understanding of magnets by exploring and experimenting with magnetic attraction. Students will learn to classify materials by attraction, as well as the everyday uses of magnets. In addition, students will be introduced to the concept of magnetism as an invisible force.(Under 3 ratings)

Lesson PlanThe student will be able to explore and later define the four stages of the butterfly's life cycle with 80% accuracy.(Under 3 ratings)

Lesson PlanThe student will be able to explore and later define the four stages of the butterfly's life cycle with 80% accuracy.(Under 3 ratings)

Lesson Plan•Understand that in order to survive, animals need air, water, food, and shelter, and plants need air, water, nutrients, and light
•Identify the ways in which an organism's habitat supports its basic needs
•Recognize that organisms cause changes to the environment in which they live(Under 3 ratings)

Lesson Plan* Get the students to understand what the solar system is and what the moon phases are.
*Being able to identify the moon phases and the planets in the solar system(Under 3 ratings)

Lesson PlanTo acquaint students with a visual idea of the spacing between planets.(Under 3 ratings)

Lesson PlanTo acquaint students with a visual idea of the spacing between planets.(Under 3 ratings)

Lesson PlanStudents will be able to define star and constellation .
Students will be able to describe how constellations are named.
Students will be able to identify that star patterns are a part of a constellation.
Students will be able to identify specific constellations.(Under 3 ratings)

Lesson PlanStudents Need to:
RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).(Under 3 ratings)

Lesson PlanStudents will learn the names of the stages of the butterfly lifecycle.(Under 3 ratings)

Lesson PlanStudents should be able to analyze objects and record their properties.(Under 3 ratings)

Lesson PlanStudents should be able to know what shapes will hold the most weight and why each shape can do that.(Under 3 ratings)

Life CycleStudents will organize events a bout plants life cycle in sequential order trhrough comprehension and writing activities.(Under 3 ratings)

Life SciencesAnchor Standard 1: Write to support claims in an analysis about the similarities and differences between parents and their offspring using valid reasoning and relevant and sufficient evidence.(Under 3 ratings)

Life SciencesAnchor Standard 1: Write to support claims in an analysis about the similarities and differences between parents and their offspring using valid reasoning and relevant and sufficient evidence.(Under 3 ratings)

Magnetic AttractionStudents will learn to investigate and understand that magnets have an effect on some materials. make some things move without touching them and have useful applications.(Under 3 ratings)

MineralsStudents will be able to compare different kinds of minerals.(Under 3 ratings)

Movements to Planets SongStudents demonstrate their understanding that each of the eight planets has unique characteristics by creating gestures/movements that correlate with the lyrics/rhythm of a song about the planets.(Under 3 ratings)

Moving Like the PlanetsStudents demonstrate their understanding that each of the eight planets has unique characteristics by creating movements that correlate with the lyrics of a song about the planets.(Under 3 ratings)

My PyramidStudents will:
learn about the MyPyramid and the foods that are found in each of the food groups.
learn that exercise is an important part of a healthy lifestyle.(Under 3 ratings)

Organism Comparative ChartStudents will be able to successfully organize some of the information that they have learned about desert animals in an Organism Comparative Chart.(Under 3 ratings)

Plants and our EnvironmentStudents will be able to label and analyze the structure of plants. They will also be able to describe the functions of each part of plants. We will also discuss the role plants play in our world.(Under 3 ratings)

Rock LabStudents will know what a physical property is and be able to identify the physical properties of rocks.(Under 3 ratings)

Rocks and SoilStudents will be able to compare and contrast different types of rocks.(Under 3 ratings)

Sentence Patterning ChartStudents will be able to create a Sentence Patterning Chart by selecting a noun, (plural) several adjectives, verbs, adverbs, and prepositional phrases. Students will then create a variety of sentences using this SPC.(Under 3 ratings)

Simple Machines Move UsWe will analyze what simple machines are and how they help us I our daily lives.(Under 3 ratings)

The Life Cycle of a SeedStudents will organize events about plants life cycle in sequential order through comprehension and writing activities.(Under 3 ratings)

The Sense of SightUsing prior knowlege of the five senses;
1. The students will be able to identify words related to the
structure of the eye from a word bank of vocabulary terms related
to the five senses by circling the sight terms.
2. The students will use the sight vocabulary terms from objective one to label a diagram of the eye.
3. The students will write three descriptive sentences regarding a picture of an item. Students will share their decriptive sentences with the class. The class will then try to guess the pictured object.(Under 3 ratings)

Tiny T. Rex Slide ShowI can understand how fossils show proof of animals and their environment long ago. (Retrieved from curriculum map)(Under 3 ratings)

What's for breakfastUnderstand definition of producers and consumers and then relate them into Herbivores, Omnivores and Carnivores.(Under 3 ratings)

What's for breakfastUnderstand definition of producers and consumers and then relate them into Herbivores, Omnivores and Carnivores.(Under 3 ratings)

Why is Water Important?Students will recognize and explain the importance of water to living things, the uses people derive from water resources, and identify the percentage of Earth's surface that is covered by water.(Under 3 ratings)

4th Grade:

Changing It Upwkbk.p 250-251Students will develop understanding of acceleration includes speed and direction(Under 3 ratings)

Chapter 3: IntroductionStudents will use simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships. Students will discuss and share their prior knowledge of ecosystems.(Under 3 ratings)

Chapter 3: Lesson 1Students will explain what makes up an ecosystem. Students will also be able to describe the basic characteristics of an ecosystem.(Under 3 ratings)

Chapter 3: Lesson 2Students will know that most living things use energy from the Sun to live and grow. Students will also understand the relationship among organisms in aquatic and terrestrial food chains, and understand patterns of interdependency in ecological systems.(Under 3 ratings)

Chapter 3: Lesson 3Students will understand the relationship among organisms in aquatic and terrestrial food chains. Students will also understand the need for nutrients and minerals for living organisms, and understand that patterns of interdependency in ecological systems.(Under 3 ratings)

Fruit DissectionTo build understanding of the nomenclature of the layers of the fruit.
To build understanding of the prefixes endo-, meso- & exo-
To build understanding of the purpose of fruit.
To engage students in the handling, preparation & description of fruit. Part of describing it will be tasting it.(Under 3 ratings)

Grade 4 Science: PrismsWe will understand that colours are made when light refracts (bends) as it passes through a prism. We will understand how both natural and artificial sources of light can create colours (e.g., the creation of colours via a rainbow and an artificial lightbulb).(Under 3 ratings)

Health and Nutrition*Students will learn the five food groups
*Students will learn the importance of eating nutritious food in order to maintain optimal health
*Students will learn what it is to have a balanced meal using the five food groups(Under 3 ratings)

Hydroponics InvestigationStudents will be able to:
- Describe properties of germinated seeds
- Compare different kinds of germinated seeds
- Plant bean seedlings in nutrient solution and observe them throughout their lifecycle(Under 3 ratings)

Integrated Lesson Plan / Science and Math• The students will be able to identify and put the planets in the solar system in order based on their distance from the sun.
• The students will be able to put planets in order according to their distance from the sun.
• The students will be able to demonstrate how the earth rotates and revolves.
• The students will be able to simulate the different shapes of the moon.
• The students will be able to name and order the phases of the moon as well as explain why the shape of the moon that is seen from the earth changes.
• The students will be able to measure the length of shadows using centimeters and/or millimeters.(Under 3 ratings)

Lesson PlanStudents should be able to understand that in order to balance an object it needs to have equal distribution of weight.(Under 3 ratings)

Lesson PlanStudents should be able to understand that in order to balance an object it needs to have equal distribution of weight.(Under 3 ratings)

Lesson PlanStudents shall identify different volcanic structures.
Learn three stages of volcanic activity. Make a volcano picture of their own, labeling the parts.(Under 3 ratings)

May 19, 2015Identify categories of rocks according to their physical characteristics. (4.E.6.1)
Classify minerals based on their physical properties. (4.E.6.2)(Under 3 ratings)

NutritionStudents will learn the nutritional benefit of foods
Students will learn how certain foods are particularly beneficial to the body parts they resemble.(Under 3 ratings)

NUTRITIONAL BENEFITSStudents will:
*build upon prior knowledge of the nutritional benefits of foods.
*learn the nutrition benefits of certain foods the resemble the body they are good for.(Under 3 ratings)

NUTRITIONAL BENEFITSStudents will:
*build upon prior knowledge of the nutritional benefits of foods.
*learn the nutrition benefits of certain foods the resemble the body they are good for.(Under 3 ratings)

Predicting a Solution to PollutionStudents will be able to:
1. Identify and discuss different kinds of pollution.
2. Identify and discuss sources of pollution.
3. Discuss and explain why it is important to keep the environment free of pollution.(Under 3 ratings)

Ruby-Throated Hummingbird MigrationBy completing this lesson, students will learn about the Ruby-Throated Hummingbirds migration, and in the process demonstrate their problem solving, creative and critical thinking, math, geography, science, and observation. They will be able to connect to the Ruby-Throated Hummingbirds by creating the nourishment and feeder humming birds will need for their yearly migration.(Under 3 ratings)

Solar System Final WeekStudents will wrap up the readings from the book and present there projects(Under 3 ratings)

Solar System Week 2Students will be able to tell the difference between the inner planets giving specific examples for each planet.(Under 3 ratings)

Solar System Week 3Students will be able to tell the difference between inner and outer planets.(Under 3 ratings)

Sources of EnergyDiscuss different types of energy (hydroelectric ,solar, potential, kinetic, geothermal
How the different types of energy changes form
How people produce electricity from other forms of energy(Under 3 ratings)

The Different OrganismsStudents will be able to differentiate and identify producers, decomposers, and consumers by illustrating different animals that are in each category.(Under 3 ratings)

The Different OrganismsStudents will be able to differentiate and identify producers, decomposers, and consumers by illustrating different animals that are in each category.(Under 3 ratings)

The History of Line DancingStudents will be able to make the connections that dance has in different cultures, throughout history. Students will be able to execute a line dance by the lessons end.(Under 3 ratings)

The Planets, Moon, & EarthCover all aspects of GPS: S4E2
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earth's tilt to explain the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar system.(Under 3 ratings)

The Water CycleI can use images from the Internet to represent the stages of the water cycle.
I can research online safely.
I can work in a group to create a diagram about the water cycle.(Under 3 ratings)

Twisitng and Turning
Where Is It?1. Students will use reference points above, below, to describe position on paper
2. Students will learn about position, motion, reference point, and point of reference(Under 3 ratings)

Water Cycle Tri-FoldStudents should be able to identify parts of the water cycle and describe what takes place in each stage of the cycle. Students should also be able to create a tri-fold and list facts of each stage in the water cycle.(Under 3 ratings)

What Is Motion?1. Observe and record changes of position
2. Explain how to measure motion
3. Compare the motion of various objects
4. Described how velocity and acceleration are relation(Under 3 ratings)

What Is Motion?1. Observe and record changes of position
2. Explain how to measure motion
3. Compare the motion of various objects
4. Described how velocity and acceleration are relation(Under 3 ratings)

What makes water so special?Students will learn the three states of water and be able to describe the transformation of matter from one state to another e.g.. solids water(ice) to liquid(water) to gas (water vapor)(Under 3 ratings)

WOW Journey in a DayGirl Scouts should be able to list the different ways they use water each day.
Girl Scouts will make a water promise and decide which way they will cut down on water use.
Girl Scouts Should be able to explain the water cycle
Girl Scouts will make a water friendly plant and give it away to someone and be able to explain the importance of cutting down on water(Under 3 ratings)

5th Grade:

5th Grade Science- Atomsa. During chemical reactions, the atoms in the reactants rearrange to form products with different properties.
b. All matter is made of atoms, which may combine to form molecules(Under 3 ratings)

Backup Lesson PlanTo teach students about tectonic plates, the layers of the earth, and volcanoes.(Under 3 ratings)

Day 6The students will
- Learn about various ecosystems and what they need to thrive
- Describe the properties of a prairie ecosystem, and explain how the Dust Bowl kept it from thriving in the 1930s.
- Learn various techniques of irrigating crops through hands-on experiment.(Under 3 ratings)

Days 6-9The students will:
- Record data while closely observing experiments
- Discuss their observations as a class(Under 3 ratings)

Earth's Water, Chapter 41. Students learn that most of Earth's water is present as salt water in the oceans, which cover most of the Earth's surface.
2. Student know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing pint of water.
3. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
4. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.
5. Students know the origin of the water used by their local community.(Under 3 ratings)

Earth's Weather, Chapter 5•Students will learn uneven heating of Earth causes air movements
•Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.
•Students know the cuases and effects of different types of severe weaterh
•Students know how to use weather maps and data to preict local weather and know that weather forcasts depend on many variable s
•Students know that the Earths' atmosphere exerts a pressure that decresaes with distance above Eathr's surface and that at any point it exerts this pressure equally in all directions.(Under 3 ratings)

February 2-6The students can interpret multiplication as resizing by comparing the size of a product to the size of one factor
The students can solve real world problems involving multiplication of fractions and mixed numbers
The students can apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by fractions(Under 3 ratings)

Food ChainsStudents will be able to identify a food chain in real life and be able to express what a food chain is and an example written and orally using the vocabulary in the lesson.(Under 3 ratings)

Food Web ResearchStudents will research an animal and be able to describe the animal's food web in research project according to the rubric.
Students will practice appropriate strategies for finding reliable sources for research project in two days.(Under 3 ratings)

Food Web ResearchStudents will research an animal and be able to describe the animal's food web in their research project according to the rubric.
Students will practice appropriate strategies for finding reliable sources for their research project in two days.(Under 3 ratings)

Ground hog biome identification 2/3/2015Using what students have learned about biomes and clues based on facts about ground hogs, students will work in pairs to place ground hogs into one of two most common biomes for ground hogs and complete an art project depicting each group's decision.(Under 3 ratings)

Healthy vs. JunkI can use the Internet to conduct research safely.
-Students should be able to choose a food and plan research search engine phrases.(Under 3 ratings)

Human Body Systems•Students will use a Description and Top-Hat-Organizer to compare & contrast 4 human body systems (digestive, respiratory, circulatory, excretory)
•Students will learn the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.
•Students will know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.
•Students will know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.(Under 3 ratings)

Inquiry Day 1The students will be engaged in a discussion about Sir Isaac Newton, and his work in astronomy, physics, and mathematics.(Under 3 ratings)

Lesson PlanTo understand that El Niño is caused by changes in the atmospheric and ocean content.(Under 3 ratings)

Lesson PlanStudents will be able to define environment and
the different parts that make up an environment.(Under 3 ratings)

Lesson PlanLiterature - to review vocabulary; to identify the main idea of a text; to learn new vocabulary; to demonstrate knowledge of facts in a story
History - to explain the reasons for the growing tension between the North
and the South
Art History - to discuss French neoclassical painters and romanticist painters
Science - to explain how plants can be used to control soil contamination; to
describe matter for mass, weight, and volume
Math -
Phonics -
Grammar -(Under 3 ratings)

Lesson PlanThe students will be able to use and discuss a dichotomous key.
They will demonstrate understanding on a test instrument.(Under 3 ratings)

Lesson PlanStudents will research and create a poster representing genetic inheritance and traits.
Many characteristics of organisms are inherited from their parents. (3-LS3-1)
• Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2)
Crosscutting Concepts: Patterns(Under 3 ratings)

Lesson PlanStudents will research and create a poster representing genetic inheritance and traits.
Many characteristics of organisms are inherited from their parents. (3-LS3-1)
• Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2)
Crosscutting Concepts: Patterns(Under 3 ratings)

Lesson PlanStudents will research and create a poster representing genetic inheritance and traits.
Many characteristics of organisms are inherited from their parents. (3-LS3-1)
• Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2)
Crosscutting Concepts: Patterns(Under 3 ratings)

Lesson PlanWhat are the differences between the four biomes?(Under 3 ratings)

Liquids, Solids & Gasses Part IIn Part I students will understand that matter has different phases; solid, liquid, and gas. Students will have a basic understanding of molecules and particles. This will prepare students for Part II.
In Part II students will be able to distinguish the difference between physical and chemical changes in matter.(Under 3 ratings)

Liquids, Solids & Gasses Part IIn Part I students will understand that matter has different phases; solid, liquid, and gas. Students will have a basic understanding of molecules and particles. This will prepare students for Part II.
In Part II students will be able to distinguish the difference between physical and chemical changes in matter.(Under 3 ratings)

Matter & its PropertiesLearn about Chemical properties of matter, physical and chemical changes, law of conservation of matter, how physical and chemical changes can be used to identify substances and to separate mixtures.(Under 3 ratings)

Matter & its Properties/1Learn how to measure and use physical properties. What are physical properties? Examples of physical properties that can be used to identify substances.(Under 3 ratings)

Mentos and Coke ChemistryStudent should be able to understand how the outer layer of a Mentos candie can affect the state of the Carbon Dioxide ( CO2 ) Within the bottle of coke. To cause a forceful eruption of soda.(Under 3 ratings)

Mentos and Coke ChemistryStudent should be able to understand how the outer layer of a Mentos candie can affect the state of the Carbon Dioxide ( CO2 ) Within the bottle of coke. To cause a forceful eruption of soda.(Under 3 ratings)

Minty FreshHave students learn the properties of herbs and an experiment with mint(Under 3 ratings)

Nutrition and ExercisingStudents will be able to decipher the information given on nutrition labels and the connection to "Daily Value" (DV%), as well as engage in physical exercises that will aid to their health, and gain skills and knowledge that will aid in the selection of better food choices.(Under 3 ratings)

Observation LogStudents should be able to work collaboratively to observe, discuss and document physical and behavioral characteristics of the specimen snake in the form of a daily observation log.(Under 3 ratings)

Physical Sci. Separating A Dry Mixture Investigation 1 Part 3Students making a dry mixture (gravel, powder, and salt). They develop a plan for separating the mixture and write it up as a sequential procedure. They use the procedures to complete a separation. The assess the separation method developed by other students and use other procedures to separate the mixtures.
Students read FOSS test that summarize the skill and concepts developed in this investigation.(Under 3 ratings)

Physical Sci. Separating a Salt Solution Investigation 1 Part 2Students separate salt from water in a solution. They compare the total mass of a salt solution to the masses of its parts, the solvent and solute. Students separate the salt solution using evaporation and the use the shape of the crystal to identify the salt. Students will read FOSS text to reinforce and extend methods for separating various mixtures, using the properties of the constitutes.(Under 3 ratings)

Physical Sci. Reaching Saturation Investigation 2 Part 1Students will make saturated solution by adding salt to water until no more salt will dissolve. Using a balance, they find the mass of the solution to determine the amount of salt that dissolve in the solution. Students will read the FOSS Text that introduces atomic theory by providing a model for dissolving at the fundamental particle level.(Under 3 ratings)

Physical Sci. Reaching Saturation Investigation 2 Part 1Students will make saturated solution by adding salt to water until no more salt will dissolve. Using a balance, they find the mass of the solution to determine the amount of salt that dissolve in the solution. Students will read the FOSS Text that introduces atomic theory by providing a model for dissolving at the fundamental particle level.(Under 3 ratings)

Physical Sci. Separating Mixtures Investigation 1 Part 1Students make mixtures of water and solid materials (gravel, diatomaceous earth, and salt) and separate the mixtures with screens and filters.They discover the water and salt make a special kind of mixtures, a solutions, which can not be separated with a filter. Students read FOSS text to reinforces and extends the concepts of mixtures.(Under 3 ratings)

Physical Science Investigation 3 Fizz Quiz Part 1Students will mix combinations of substances (calcium chloride, baking soda, and citric acid) with water and observe changes. The students will identify the changes as evidence of a chemical change. Students will read, analyze, evaluate, draw conclusions and summarize the text reading, which correspond to the completed investigation.(Under 3 ratings)

Physical Science, 1st - 3rdStudents will recognize different types of forces.
Students will describe chemical properties and changes.(Under 3 ratings)

Physical Science, 4th and 5thStudents will recognize the state of matter of different objects.
Students will investigate the properties of sound and light.
Students will identify sources of energy.(Under 3 ratings)

Planetary ExplorationStudents will understand the location of the planets in order
Students will know the meaning of planetary names
Students will understand the difference of terrestrial vs jovian(Under 3 ratings)

Science - Unit 2Students will name objects in the sky.
Students will describe the relationship between the Earth and Sun.
Students will discuss the property of gravity(Under 3 ratings)

Science - Unit 3Students will identify components of the water cycle.
Students will discuss destructive and constructive processes.
Students will describe different weather patterns.(Under 3 ratings)

Science 2/9/2015Students will be able to describe the biodiversity and climate of rainforests, as well as identify each layer of the rainforest by taking chapter notes in a unique format that contain a minimum of 3 details.(Under 3 ratings)

Searching for Life on MarsStudent will:
draw their interpretation of a Martian after listening to science fiction reading.
Make logical conclusions about conditions on mars
predict the type of creature that might survive on Mars
Write a description of the life form and its living conditions(Under 3 ratings)

Space SeedsTo see if exposing the seeds to conditions in near-space has an effect on their germination. To show how real scientific data is gathered.(Under 3 ratings)

W: Ready Gen Unit 3 Module B Lesson 1Analyze how a writer introduces and develops a topic using an observation.
Research a topic.
Write and introduction that develops the topic.(Under 3 ratings)

Water VaporStudents will understand the characteristics of water vapor, and the concepts of humidity and condensation by answering seven true and false statements correctly at the end of the lesson.(Under 3 ratings)

Weather: Temperatures and WindsAfter a class discussion and video supplement on temperature and winds, the students will be able to correctly answer the 9 true/false statements located in the chapter textbook.(Under 3 ratings)

6th Grade:

.LEARNING OUTCOME:
• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson TLW understand how to collaborate effectively with my peers.(Under 3 ratings)

.LEARNING OUTCOME:
• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson TLW understand how to collaborate effectively with my peers.(Under 3 ratings)

08/11/166.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
• conducting historical research
• evaluating a broad variety of primary and secondary sources
• comparing and contrasting varied points of view
• determining the meaning of words and phrases from historical texts
• using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology(Under 3 ratings)

1st Day/LockersUnderstand how the classroom works and who's in it.(Under 3 ratings)

2/23/2015 - 2/27/2015Popcorn Lava Lamp Activity
Students will:
-follow the instructions accurately
- measure the required amounts of sodium bicarbonate and vinegar
- observe the formation of carbon dioxide bubbles in the solution
- observe that these bubbles adhere to the popcorn pieces
- observe that the popcorn pieces float when covered with bubbles
y observe that the bubbles pop when the popcorn reaches the
surface, causing the pop corn to rotate
y observe that the popcorn sinks after the bubbles have popped
y describe their observations in writing and with illustrations
Catch-A-Bubble Activity
Students will: y follow the instructions accurately
y measure the required amounts of sodium bicarbonate and
vinegar
y carefully blow bubbles and gently move the bottle to catch them
y observe that the bubbles float on the invisible layer of carbon
dioxide
y infer that carbon dioxide is a heavier (more dense) gas than air(Under 3 ratings)

5 Chairs ExerciseGoal: To encourage students to gain confidence iterating on designs based on human needs, while working with different materials.
Why teach it: This exercise is a great way to push students to build, test and iterate while keeping their designs grounded in a human’s needs. This activity also encourages critical thinking by asking students to synthesize their user’s profile to find their needs. Students must also demonstrate resilience in the face of challenges or frustrations.(Under 3 ratings)

DVP1 Hands on Lesson "Journey to the center of the Earth"Hands on Objective #1:Students will complete a parfait to represent layers of the earth, with labels indicating all seven layers identified in the text, and be prepared to explain the reasoning for the "materials" chosen to form each layer.
Hands On Objective #2: Students will list as many layers of the earth as they can, identify in which layer convection occurs, and be able to describe a selected term to the best of their ability as part of a formative learning assessment.(Under 3 ratings)

DVP1 Lesson for Summative Assessment: Geology SleuthSummative Objective #1 Students will submit a complete a graphic organizer for the Science Sleuth project, identifying a geologic formation associated with the project topic (plate boundary), when and where it is, and what the consequences of the respective plate boundaries, according to the project rubric.
Summative objective #2: Then students will use that knowledge to analyze and deduce how major landforms or natural disasters were created and then confirm or disprove their hypothesis through research, culminating in a Powerpoint presentation which will be graded according to a rubric.(Under 3 ratings)

Ecosystem CollagesThe objective of this lesson plan is to allow the students to fully understand and comprehend a chosen ecosystem and all its working parts. Students will be able to recognize specific aspects of each ecosystem described, including different natural cycles, new vocabulary, and our impact on the ecosystem. They will be show this knowledge through creating a collage through Microsoft word and then giving a presentation of their collage. This will give the students a chance to increase their understanding on not only their knowledge of how to create a project through the use of technology, but also a chance to learn through each other by sharing their information through the presentation.(Under 3 ratings)

Erosion and Deposition Lesson 1Student should be able to define erosion and deposition.
Student should be able to build a venn diagram comparing and contrasting the two. Student should be able to name and describe landforms associated with each .(Under 3 ratings)

Erosion and Deposition Lesson 1Student should be able to define erosion and deposition.
Student should be able to build a venn diagram comparing and contrasting the two. Student should be able to name and describe landforms associated with each .(Under 3 ratings)

Gravity, Mass, and Weightthe students will be able to understand Gravity Mass and Weight with an 80% accuracy(Under 3 ratings)

Kinetic and Potential EnergyStudents will be able to "Differentiate between kinetic and potential energy and analyze situations where kinetic energy is converted to potential energy and
vice versa." ( MN Standard 6.2.3.2.1 ) Additionally, they will "apply and document an engineering design process that includes identifying criteria and constraints, making representations, testing and evaluation, and refining the design as needed to construct a product or system to solve a problem." (MN Standard 6.1.2.2.1) The lesson will also incorporate velocity, a previously covered standard. (MN Standard 6.2.2.1.1)(Under 3 ratings)

Lesson 1: Dogs and Dog BreedsStudents should be able to explain how and why dog breeds came about. Students should be able to explain the development of pit bulls historically and currently.(Under 3 ratings)

Lesson 1: Dogs and Dog BreedsStudents should be able to explain how and why dog breeds came about. Students should be able to explain the development of pit bulls historically and currently.(Under 3 ratings)

Lesson PlanThe students will be able to identify the steps of the scientific method; compare and contrast independent and dependent variables; identify the impact of technology in science; compare and contrast laws and theories.(Under 3 ratings)

Lesson PlanThe students will be able to apply knowledge of the scientific method and storms to answer multiple choice questions.(Under 3 ratings)

Lesson PlanThe student will be able to identify all parts of the rock cycle.
The students will be able to identify some of the different types of rock .
Students will be able to identify different classes of rocks.(Under 3 ratings)

Lesson PlanThe student will be able to identify all parts of the rock cycle.
The students will be able to identify some of the different types of rock .
Students will be able to identify different classes of rocks.(Under 3 ratings)

Lesson PlanMembers will be able to illustrate the process of chicken embryo development until the point of hatching.(Under 3 ratings)

Lesson PlanThe students should be able to identify different structures of a tukey's GI tract and the general functions of each structure due to a power point presentation. The students will become familiar with the material by labeling a turkey's GI tract, writing down the functions, and color coding each structure, which will result in easy identification.(Under 3 ratings)

Lesson PlanLEARNING OUTCOME:
• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson TLW understand how to collaborate effectively with my peers.(Under 3 ratings)

Lesson PlanStudents will classify living and non living things into different categories by writing yes or no into the appropriate boxes.(Under 3 ratings)

March 22/23, 2016
(Non Cooking Day)Today I will learn: about the different work sections and work stations in a professional kitchen.
I will know I have learned this when: I am able to assemble dish I have been given.
This is important because: It will continue to measure the amount of life long skills that I have acquired in Food Science, as well as relate real life situations to my daily life.(Under 3 ratings)

Marine Science Lesson PlanThe objective of this lesson plan is for students to be able to apply the scientific method in a real life scenario. Students will be able to identify marine life in Sarasota Bay. Students will conduct research, observations and record data. Students will display their knowledge, recordings and observations on a Blackboard discussion. This will allow the students to share and discuss their observations with peers.(Under 3 ratings)

Newton's MotionStudents will be able to do .....
1. The students will investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.
2. The students will determine the meaning of vocabulary words and phrases relevant to Newton's Third Law of Motion.(Under 3 ratings)

Ocean Floor!SWBAT describe and identify different properties and items that make up the ocean floor.(Under 3 ratings)

Plotting the Location of Volcanoes Types1. Plotting 3 different types of volcanoes on a globe.
2. Determining if composite, shield, or cinder cone volcanoes have a world wide pattern.(Under 3 ratings)

Recipe Day
(Monday)Today I will learn: A new recipe and outline the appropriate steps.
I will know I have learned this when: I enter the lab and am able to work through the recipe and design a completed dish.
This is important because: It will relate my real life experiences to what I already know about cooking and working as a team.(Under 3 ratings)

Renee Davis, Special EducationStudents will be able to differentiate between the three states of matter: solid, liquid, and gas and describe ways they can change when heated and cooled.(Under 3 ratings)

Reseaching Active Volcanoes1. Researching where volcanoes occur around the world.
2. Comparing the different areas where volcanoes occur.(Under 3 ratings)

River 1-Friday1. Students will understand the astronomical meaning of an earth year.
2. Students will discover the difference between rotation and an orbit.(Under 3 ratings)

River 1-Friday1. Students will understand the astronomical meaning of an earth year.
2. Students will discover the difference between rotation and an orbit.(Under 3 ratings)

Rocks and Minerals investigation 2/28/14Students will know how to identify rocks and minerals based on physical characteristics that are naturally found in different samples. Students will also review the use of the scientific method to investigate rock and mineral samples in a testing scenario.(Under 3 ratings)

ScienceStudents will be able to understand how the brain changes due to the environment(Under 3 ratings)

Science - EcosystemsStudent should be able to WRITE TO EXPLAIN the basics of an ecosystem, including the roles of consumers, producers, herbivores, carnivores, omnivores and decomposers.(Under 3 ratings)

Section 8.2Today I will learn: Students will learn about laws that ensure equal opportunity for employment for everyone.
I will know I have learned this when: I can identify the different types of laws in a work setting.
This is important because: It will give me a better understanding of the workforce.(Under 3 ratings)

Section 9.2Today I will learn: about equipment used in the process of receiving and inspecting food products.
I will know I have learned this when: I can identify the equipment used in receiving and inspecting food product.
This is important because: It will continue to build on my professional kitchen knowledge.(Under 3 ratings)

September Science GAA 6thThe students will be able to identify each stage of the water cycle and discuss the importance of each.
Students will be able to define energy and be able to discern the role of the sun in the water cycle and how it relates to energy on Earth.(Under 3 ratings)

Stereotypes and Media RepresentationStudents should be able to identify a stereotype and why it's inaccurate/unfair.
Students should be able to identify examples of positive and negative representations in the media (people and animals).
Students should begin to think about how these representations and stereotypes affect their thoughts on various people and animals.
Students will evaluate the origin, authority, accuracy, bias and distortion
of information, and ideas in the media(Under 3 ratings)

A Tale of Two Cities PBL1. Student should be able to identify primary, necessary components of a city and relate them with cell organelles
2. Student should be able to name and describe the many functions of cell organelles
3. Student should be able to differentiate between both animal and plant cell structures
4. Student should be able to design/model a cell displaying the necessary structures and functions
5.Student should be able to determine the fate of deficient/abnormal cells(Under 3 ratings)

Animal PlanetThe objective of this lesson is to uncover a reality of issues affecting and impacting wild life. During this lesson, the learning outcomes for students will be to develop good listening and critical thinking skills, expression of views and a basic understanding of issues affecting human-animal-environmental relationships, including Aboriginal perspectives, and finally, discussing and debating conflicting view points that may be present in our society.(Under 3 ratings)

Earth MaterialsStudents will be able to:
1. Define a mineral
2. Identify physical properties
3. Explain how minerals are use in our daily lifes
4. Discuss the importance of minerals in driving economic and political policy(Under 3 ratings)

Gurdit, Aaron and Seva's lesson planteach the students all about plate tectonics for a little bit and then give a worksheet and after that talk a little more than give another worksheet and ask the class what they have learnt today during our lesson plan(Under 3 ratings)

It is Rocket Science! - Created by Daniel LealThe “It is Rocket Science” is a hands-on curriculum that engages students in exploring the interdisciplinary field of space science, which includes physics, chemistry, biology, physiology, and engineering. Students learn about basic concepts of physics, and apply that knowledge to understanding both the possibilities and challenges of space travel.(Under 3 ratings)

It is Rocket Science! - Created by Daniel LealThe “It is Rocket Science” is a hands-on curriculum that engages students in exploring the interdisciplinary field of space science, which includes physics, chemistry, biology, physiology, and engineering. Students learn about basic concepts of physics, and apply that knowledge to understanding both the possibilities and challenges of space travel.(Under 3 ratings)

It is Rocket Science! - Created by Daniel LealThe “It is Rocket Science” is a hands-on curriculum that engages students in exploring the interdisciplinary field of space science, which includes physics, chemistry, biology, physiology, and engineering. Students learn about basic concepts of physics, and apply that knowledge to understanding both the possibilities and challenges of space travel.(Under 3 ratings)

LESSON PLAN
ELA/Math/Science
Class-V16
Teacher- M. King,
Asst. Teacher- B. Arteaga, R. FernandezTo make students aware of the benefits of eating right and making healthy choices. They will be able to list the four food groups on their plate (Fruits, Vegetables, Grain, Protein and Diary) and identify foods and their amounts needed in each section.
» 2. Students will demonstrate the ability to access valid health information and health promoting products and services.
» 3. Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
» 6. Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.(Under 3 ratings)

Lesson PlanStudents will be able to determine that things are made up of one cell or multiple cells and the different numbers and types of cells(Under 3 ratings)

Lesson PlanStudents will be able to determine whether a chemical change can be controlled by conducting an experiment and making observations and inferences.(Under 3 ratings)

Lesson PlanTo engage students in an interactive video that allows for them to think critically and answer questions via Poll Everywhere.(Under 3 ratings)

Lesson PlanStudents will be able to identify natural and man made structures as well as the differences between Frame structures, solid structures and shell structures.(Under 3 ratings)

Lesson PlanTo demonstrate the principles of Mendelian genetics and sex determination,
including the concepts of allele, phenotype, genotype, dominant, recessive,
homozygous and heterozygous by creating a simulated baby.(Under 3 ratings)

Lesson PlanReview with the students what they just learned and then assess what they have learned(Under 3 ratings)

Lesson PlanReview with students and assess what they have learned(Under 3 ratings)

Lesson PlanStudents can explain that mulitcellular organisms have specialized cells along with identifying the similarities and differences among sub specialized cellular components within plant and animal cells.(Under 3 ratings)

Lesson PlanLQ: How can the contents of the broken glass vial fill the whole of the room and send the guard to sleep?
R: I can order the processes of diffusion.
A: I can explain the process of diffusion.
G: I can illustrate the process of diffusion.
P: I can compare the process of diffusion in hot and cold water.(Under 3 ratings)

MLP #5The objective of this lesson is to have students realize that sustainability and stewardship in human beings has an effect on systems and the interactions of these systems. This will be done by having student's create their own ecosystem on the school grounds (a composter) and investigate how the biotic and abiotic components of the composter work together in the ecosystem. This will be done over time where student's continually check on and investigate the composter. This lesson will focus on how students are making the connections AFTER all of the work for the composter activity has been done. From this students will then evaluate how methods like composting that are intended to protect the environment are actually doing based on their conclusions from how the abiotic and biotic factors interact in their composter. In future lessons, student's should then be able to make an objective opinion about other methods in their life (i.e. recycling, pest management, controlling water in natural waterways for electricity) and how they affect different systems and the interactions between them.(Under 3 ratings)

October Science 7th Grade GAAStudents will be able to create and interpret food webs.
Students will be able to explain the role the sun plays in a food web.
Students will be able to define relationships between organisms.
Students will be able to recognize and describe Earth's major terrestrial biomes and aquatic communities.(Under 3 ratings)

Staying HealthyStudents will be able to understand why it is important to stay healthy.(Under 3 ratings)

Studying The Psychology Behind ConsumerismDoes the day of the week, time of day and television porgram have a significant impact on the types of commercials that are being shown to specific audience target?
Rationale -
This science project highlights the psychology behind strategies used by commercial companies that target specific audiences. Furthermore, it highlights the major idea from Dr. Schor's paper that states that consumerism has significantly increased and has become more of a negative aspect to our society. Although this lesson is mainly prompting students to realize that there are special techniques used by commercial companies, it will get them to start to notice how audiences, which are people in their communities, are being manipulated and attracted to these consumption tricks.(Under 3 ratings)

The Cells1) Students will understand that cells are the basic units of life and
2) understand that there are differences between plant and animal cells.(Under 3 ratings)

The Cells1) Students will understand that cells are the basic units of life and
2) understand that there are differences between plant and animal cells.(Under 3 ratings)

The Cells - with reading strategies1) Students will understand that cells are the basic units of life and
2) understand that there are differences between plant and animal cells.(Under 3 ratings)

The Cells - with reading strategies1) Students will understand that cells are the basic units of life and
2) understand that there are differences between plant and animal cells.(Under 3 ratings)

The Cells -with reading strategy1) Students will understand that cells are the basic units of life and
2) understand that there are differences between plant and animal cells.(Under 3 ratings)

Tuesday 11/10/15
Veterans Day Celebration
Food Science Part IIToday I will learn: to utilize the skills I have acquired in Food science to prepare a full breakfast for the veterans of the community.
I will know I have learned this when: I am able to assemble the component of the breakfast assigned to my group in the amount of time scheduled.
This is important because: It will measure the amount of life long skills that I have acquired over the years in Food Science.(Under 3 ratings)

8th Grade:

.LEARNING OUTCOME:
• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.LEARNING OUTCOME:
• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.LEARNING OUTCOME:
• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

.• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

3.1: Lesson ReviewDescribe how reflection, refraction, and diffraction change a wave's direction.
State the different types of interference.
Explain how standing waves form.(Under 3 ratings)

3.1: Page 16 and 17Describe how reflection, refraction, and diffraction change a wave's direction.
State the different types of interference.
Explain how standing waves form.(Under 3 ratings)

3.1: Page 20-21Describe how reflection, refraction, and diffraction change a wave's direction.
State the different types of interference.
Explain how standing waves form.(Under 3 ratings)

3.1: Page 22-23Describe how reflection, refraction, and diffraction change a wave's direction.
State the different types of interference.
Explain how standing waves form.(Under 3 ratings)

3.1: Post experiment round-upDescribe how reflection, refraction, and diffraction change a wave's direction.
State the different types of interference.
Explain how standing waves form.(Under 3 ratings)

3.1: Review and ReinforceDescribe how reflection, refraction, and diffraction change a wave's direction.
State the different types of interference.
Explain how standing waves form.(Under 3 ratings)

April 18th-29th Science 6-8th Grade-TrescottThe students will be able to identify the stages of a life cycle for different organisms (Pre-requisite).
Students will be able to identify the various parts of a plant (pre-requisite).
Students will be able to differentiate between genotype and a phenotype.
Students will be able to define and identify biological traits.
Students will be able able to discuss how biological traits are passed on to successive generations.
Students will be able to complete a simple Punnet Square and make assumptions according to their results.(Under 3 ratings)

Common ElementsStudents will identify common elements, their atomic number, atomic mass, and two uses for the element.
Students will identify the properties of metals, nonmetals, and gasses.
Students will define: alloys, metals, nonmetals, gasses, noble gasses,(Under 3 ratings)

Density Analysis1.Students will analyze data from a previous density lab to examine why some material are more dense than other with the same volume.
2. Students will make connection how all material on earth is made up of atoms and these atoms have mass,size and arrangment that determine the density of their material.(Under 3 ratings)

Hotwheels LabThe students will use a hotwheels car to practice calculating speed.(Under 3 ratings)

If You Knew MeTraditional classrooms can mimic a factory model as schools face standardized learning, testing, and evaluations. Educators who incorporate social and emotional learning and empathy into their classrooms provide positive life skills and essential tools for students.
The field of social and emotional learning, or SEL, is an educational process leading to the development of emotional intelligence. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), five components to SEL include the following: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Rational:
What really stood out to me while reading Dalia Hochman's paper was the importance of acknowledging emotion, social awareness and relationship skills inside the classroom. We are all humans; humans that breath, sleep, eat, laugh and cry all the same. I believe it's crucial to incorporate and educate students on emotional and social learning, hence why this lesson is geared towards this topic.(Under 3 ratings)

LAB: Different States of Matter-Students should be able to understand and distinguish between the different states of matter: Solid, Liquid, and Gas.(Under 3 ratings)

Layers of the EarthZachary will be pre-taught key components to the lesson to increase comprehension and understanding of in class lesson presentation.(Under 3 ratings)

Lesson PlanShow how off springs would get genetic information from both parents(Under 3 ratings)

Lesson Plan1.Students should be able to use their textbook as a resource for gathering information with 70% accuracy.
2.Students should be able construct sentence to express their understanding of the academic vocabulary terms motion,speed,velocity, and acceleration with 70% accuracy.
3.Students should be able construct drawings to represent the academic vocabulary terms to reinforce their understand of the academic language with 70% accuracy.(Under 3 ratings)

Lesson PlanStudents should be able to answer questions regarding speed and acceleration. Students should be able to find the speed of the cart as it goes down the track. Students should be able to graph the speed and acceleration of the cart.(Under 3 ratings)

Lesson PlanTLW demonstrate the relationship of cell structures, functions, and specialization to life processes(Under 3 ratings)

Lesson PlanStudents should be able to differentiate between the three different rock types, identify rock type of rock samples, and discuss the identifying characteristics of each rock type used to classify rock samples.(Under 3 ratings)

Lesson Plan• At the end of this lesson SWBAT explain how models can help students understand Earth’s relationship to other heavenly bodies in the Universe.
• At the end of this lesson SWBAT understand how to use context clues to determine the meaning of unfamiliar words in text, videos and handouts.
• At the end of this lesson SWBAT examine models of naturaol systems and compare the model to the system itself.(Under 3 ratings)

Lesson PlanStudents will classify and sort different physical traits of everyday items by observing them through a magnifying glass.(Under 3 ratings)

Life's ConsumptionThe objective of this lesson is to demonstrate the importance of moderate consumption for a healthy lifestyle. This lesson will also touch on the definition of under-consumption, over-consumption and it's effects on someone's life.(Under 3 ratings)

March Science 6-8th Grade-TrescottThe students will be able to identify and describe the characteristics of different types of rocks.
Students will be able to identify and describe the layers of the Earth.
Students will be able to describe the rock cycle and its processes.
Students will be able to describe and identify different soil types.
Students will be able able to use the fossil record in order to determine the age of the fossil.
Students will be able to use the fossil record to show how animals have evolved.(Under 3 ratings)

May Science 6-8th Grade-TrescottThe students will be able to identify the stages of a life cycle for different organisms (Pre-requisite).
Students will be able to identify the various parts of a plant (pre-requisite).
Students will be able to differentiate between genotype and a phenotype.
Students will be able to define and identify biological traits.
Students will be able able to discuss how biological traits are passed on to successive generations.
Students will be able to complete a simple Punnet Square and make assumptions according to their results.(Under 3 ratings)

MomentumStudents will be able to identify examples of momentum in their own experience.(Under 3 ratings)

MotionThe students will be able to describe speed and motion(Under 3 ratings)

Newton's 1st lawS5C2PO2 TSW Identify the conditions under which an object will continue in its state of motion (Newton’s 1st Law of Motion).(Under 3 ratings)

November Science 8th Grade GAAStudents will be able to create and interpret food webs.
Students will be able to explain the role the sun plays in a food web.
Students will be able to define relationships between organisms.
Students will be able to recognize and describe Earth's major terrestrial biomes and aquatic communities.
Students will be able to define kinetic and potential energy.
Students will be able to differentiate between potential and kinetic energy.
Students will be able to provide real-life examples of potential and kinetic energy.
Students will be compare and contrast different forms of energy.
Students will be able to define and describe conduction, radiation, and convection.(Under 3 ratings)

Relationships between KE and GPEStudents will be able to:
1. calculate the amount of kinetic energy and gravitational potential energy in an idealized system.
2. describe the relationship between kinetic energy and gravitational potential energy.(Under 3 ratings)

Resources of LightTo assess students understanding of light. Provided both pre-assessment and post-assessment evaluation, via participation, written response and testing.(Under 3 ratings)

Resources of LightTo assess students understanding of light. Provided both pre-assessment and post-assessment evaluation, via participation, written response and testing.(Under 3 ratings)

Sub PlansStudents should be able to answer science based questions on grade level independently.(Under 3 ratings)

The Five SensesAfter reading about the five senses students will have a better understanding of each of the senses and what it would be like if their senses were lost.(Under 3 ratings)

Unit 5 Chapter 12 section 3
Friction1.Students will be able to identify different types of friction ( sliding, rolling,fluid).
2. Students will learn surface area does not effect the kinetic sliding friction.
3. Students will learn surface area does effect the kinetic fluid friction ( in air and water).
4. Students will be able to give two examples of how surface area increases kinetic fluid friction, as a result the object slows down.(Under 3 ratings)

Unit 5 Force: Net Force1.Students will be able to look at a free body diagram or an image, determine the direction of the acting forces with 70% accuracy.
2. Students will be able to combine the magnitude and direction of the acting forces on an object to determine the net forcewith 70% accuracy.
2.Student will be able to identify if the combined forces are balanced or unbalanced, as a result of the net force with 70% accuracy.(Under 3 ratings)

Unit 5 Section 2 Force: net force and force diagram review1..Students will be able to look at a free body diagram or an image, determine the direction of the acting forces with 70% accuracy.
2. Students will be able to combine the magnitude and direction of the acting forces on an object to determine the net force with 70% accuracy.
3.Student will be able to identify if the combined forces are balanced or unbalanced, as a result of the net force with 70% accuracy.
4. Students will use their textbook as a resource to reinforce learning.(Under 3 ratings)

Unit 5 Section 2 Force: Unbalanced forces1..Students will be able to look at a free body diagram or an image, determine the direction of the acting forces with 70% accuracy.
2. Students will be able to combine the magnitude and direction of the acting forces on an object to determine the net force with 70% accuracy.
3.Student will be able to identify if the combined forces are balanced or unbalanced, as a result of the net force with 70% accuracy.
4. Students will use their textbook as a resource to reinforce learning.(Under 3 ratings)

Unit 5: Force1. Students will identify forces that are acting on a stationary and moving object.(Under 3 ratings)

Unit 5: Interpreting Distance-Time Graphs1.This lesson is intended to reinforce prior knowledge of a student's ability to interpret distance–time graphs by:
a. Applying their understanding of how distance–time graphs are pictures of situations rather than abstract representations of them with 70% accuracy.
b. Reinforcing how to relate speeds to slopes of distance-time graphs with 70% accuracy.
c. Engineering a ping pong ramp to represent the slope in a particular distance-time graph with 70% accuracy.
2. Students will practice using the engineering design process with 70% accuracy.(Under 3 ratings)

Unit 5: Motion Word Search1.Students should be able to use their textbook as a resource for gathering information with 70% accuracy.
2.Students should be able construct sentences to express their understanding of the academic vocabulary terms motion,speed,velocity, and acceleration with 70% accuracy.
3.Students should be able construct drawings to represent the academic vocabulary terms to reinforce their understand of the academic language with 70% accuracy.(Under 3 ratings)

"Oh Deer"By the end of this lesson, students will understand what predators are and what prey are, they will also understand how an ecosystem works and how animal populations are sustained(Under 3 ratings)

10/31Students will present their final prototype to a panel of engineer judges.(Under 3 ratings)

11/10Students will demonstrate their understanding of various concepts taught during this unit through the completion of a summative assessment.(Under 3 ratings)

8/18/2014Students will be able to build a foundation and understanding of various Science Skills.(Under 3 ratings)

8/19/2014Students will be able to explain how Science and Technology are related.
Students will list major branches of science and how they overlap.
Students will discuss the main ideas of Physical Science.(Under 3 ratings)

9/05/2014Students will be able to Classify pure substances as elements or compounds.
Students will describe characteristics of compounds and elements.
Students will be able to classify mixtures.(Under 3 ratings)

Aim: How does a single cell become an embryo?At the end of the lesson students will be able to:
1. describe the formation of a zygote
2.Define cleavage
3. list and identify the stages of development
4.Explain the process of differentiation(Under 3 ratings)

Aim: How does a single cell become an embryo?At the end of the lesson students will be able to:
1. describe the formation of a zygote
2.Define cleavage
3. list and identify the stages of development
4.Explain the process of differentiation(Under 3 ratings)

Biodiversity Case StudyStudents will have the opportunity to examine the number of plants and animals in different habits and compare the differences between disturbed and undisturbed areas.
Through this investigation, students will also be able to identify abiotic characteristics of undisturbed areas and disturbed areas, measure biodiversity qualitatively, and describe the ecological benefits of biodiversity.(Under 3 ratings)

BIOLOGYB3.1 The student will compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems.
B3.3 The student will describe the limiting factors of ecosystems and explain how these factors affect the carrying capacity of an ecosystem.
B3.5The student will identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems.(Under 3 ratings)

Building Electric Motors [Learning Carnival]S-H-G2: Explain how electricity and magnetism are related. (TLW be able to explain how electric current can generate a magnetic field. TLW be able to explain how electricity and magnetism work together in electric motors and generators.)
PS-H-F2: Demonstrate energy transformation and conservation in everyday actions (electrical to mechanical).(Under 3 ratings)

Chapter 7 Lesson 1: Self-ChecksStudents will be able to:
explain what motion is
calculate elapsed time
explain what speed and average speed are
perform calculations involving speed(Under 3 ratings)

Chapter 7: Lesson 1-FoldableStudents will be able to:
-explain what motion is
-calculate elapsed time
-explain what speed and average speed are
-perform calculation involving speed(Under 3 ratings)

Consumer Culture, the Environment, and the Diversity of Living ThingsTo teach students about the nature and history of consumer culture, and its impacts on global (and local) environments, biodiversity, and human life. As well, students will investigate possible solutions (via human intervention) to the aforementioned consequences.(Under 3 ratings)

Edible Plant Biodiversity in my BackyardUnderstand that there are more wild edible plants in Ontario than you think! With a guest presentation from a local wild edible plants expert, Peggy Calder, student will be able to understand the importance of plants found in our area as a food source to first nations before colonization.(Under 3 ratings)

Edible Plant Biodiversity in my BackyardUnderstand that there are more wild edible plants in Ontario than you think! With a guest presentation from a local wild edible plants expert, Peggy Calder, student will be able to understand the importance of plants found in our area as a food source to first nations before colonization.(Under 3 ratings)

EEn.2.5EEn.2.5.1 Summarize the structure and compsition of our atmosphere.
EEn.2.5.2 Explain the formation of typical air masses and the weather systems that result from air mass interactions.
EEn.2.5.3 Explain how cyclonic storms form based on the interaction of air masses
EEn.2.5.4 Predict the weather using available weather maps and data (including surface, upper atmospheric winds, and satellite imagery).
EEn.2.5.5 Explain how human activities affect air quality.(Under 3 ratings)

Family & Consumer Sciences
Week 19,Friday, January 10, 2014Standard 5.0: Apply nutrition and food principles that enhance individual nd family well-being across the life span.
The student will:
1. List 3 primary nutrient functions.
2. Describe the two types of carbohydrates.
3. Summarize the role of proteins in the body.
4. Identify three main types of fat and in which foods they are found.
5. Explain why vitamins, minerals, phytochemicals, and water are essential nutrients.(Under 3 ratings)

Field Trip: The natural world that surrounds usStudents will participate in an interpretive walk of Grey's Creek conservation area. The students will then be required to submit an assignment with details of their observations.(Under 3 ratings)

Field Trip: The natural world that surrounds usStudents will participate in an interpretive walk of Grey's Creek conservation area. The students will then be required to submit an assignment with details of their observations.(Under 3 ratings)

Food CalorimetryTo utilize the skills obtained in the specific heat activity to design an experiment to determine the energy content of a food item. This experiment will require some initial research as well as the reapplication of prior experience and knowledge. Students will compare their experimental value for the caloric to those reported on the FDA mandated nutritional informationon the packaging.(Under 3 ratings)

Freshman Academy 1/11/16Students will be able to determine the slope of the line given various points on the line by utilizing the slope formula. Students will be able to discuss the two types of magnets, the minerals that are magnetic, and the properties of electrons which enables a material to be magnetic.(Under 3 ratings)

Freshman Academy 1/4/16Students will be able to determine if a graphed function represents a linear function or not. Students will be able to determine if an x,y data table represents a linear function or not. Students will be able to recall information taught this semester.(Under 3 ratings)

Freshman Academy 1/5/16Students will be able to identify the x and y intercepts given a graph of a linear function. Students will be able to identify and graph the x and y intercepts given an equation of a linear function.(Under 3 ratings)

Freshman Academy 1/6/16Students will be able to identify a positive, negative, zero, and undefined slope given a graph of a linear function. Students will be able to determine the slope by counting the rise over the run.(Under 3 ratings)

Freshman Academy 1/7/16Students will complete a science semester exam. Students will be able to complete a math review worksheet.(Under 3 ratings)

Freshman Academy 1/8/16Students will be complete their math semester exams. Students will be able to discuss the two types of magnets. Students will be able to discuss the role of magnetic domains in magnetism.(Under 3 ratings)

Freshman Academy 10/1The students will be able to solve speed and velocity problems with the correct unit of measurement. The students will be able to solve one step equations.(Under 3 ratings)

Freshman Academy 11/30Students will be able to identify characteristics of a function. Students will be able to identify six simple machines and their everyday uses.(Under 3 ratings)

Freshman Academy 12/1The students will understand the overview of the project. The students will become familiarized with the Functions website.(Under 3 ratings)

Freshman Academy 12/10Students will be able to determine the relationship and write a function given various ordered pairs. Students will be able to read a relationship situation and determine the independent and dependent variables. Students will be able to evaluate a function given input values.(Under 3 ratings)

Freshman Academy 12/11Students will be able to . Students will be able to experimentally determine the IMA and AMA of a lever.(Under 3 ratings)

Freshman Academy 12/2Students will understand how to identify the domain and range of a function. Students will understand how to graph, plot, and write functions. Students will be able to utilize proper function notation.(Under 3 ratings)

Freshman Academy 12/3Students will be able to evaluate a function for various inputs. Students will be able to define work and calculate the work completed in various scenarios.(Under 3 ratings)

Freshman Academy 12/4 (ER Day)Students will be able to evaluate a function. Students will be able to determine if a graph and map demonstrate functions or not using their understanding of the vertical line test. Students will be able to define power. Students will be able to calculate power given real world measurements.(Under 3 ratings)

Freshman Academy 12/7Students will be able to create a function given an input output table. Students will be able to list the four requirements for the Dude Goldberg Project.(Under 3 ratings)

Freshman Academy 12/8Students will be able to identify a graph given a scenario that describes the actions that contribute to the creation of the graph. Students will be able to differentiate between work and power, input force and output force, input distance and output distance.(Under 3 ratings)

Freshman Academy 12/9Students will be able to define mechanical advantage and differentiate between Ideal and Actual Mechanical Advantage. Students will be able to write relations as a table, graph, and a mapping diagram. Students will be able to determine the domain and range of a relation given a table, graph, and mapping diagram.(Under 3 ratings)

Freshman Academy 8/20Students will gain an overview of the Freshman Academy. Students will gain a better understanding of the importance of clear communication skills.(Under 3 ratings)

Freshman Academy 8/21Students will define their expectations for the class. Students will understand some of the classroom expectations.(Under 3 ratings)

Freshman Academy 8/24Students will understand the main focus of our class. Students will begin to get to know each other's names.(Under 3 ratings)

Freshman Academy 8/25Students will engage in an engineering design challenge with their partner.(Under 3 ratings)

Freshman Academy 8/26Students will be introduced to some of the expectations for presenting in class.(Under 3 ratings)

Freshman Academy 8/27Students will be oriented to the safety features of the lab as well as the rules that they are expected to follow.(Under 3 ratings)

Freshman Academy 8/28Students will understand the importance of perseverance in success. Students will be introduced to their first project.(Under 3 ratings)

Freshman Academy 8/31Students will be introduced to histograms and understand its significance in analyzing data. Students will gain a better understanding as science as a human endeavor.(Under 3 ratings)

Freshman Academy 9/1Students will be able to discuss the scientific method and its use. Students will be able to utilize various graphs to retrieve information.(Under 3 ratings)

Freshman Academy 9/10Students will be able to develop a measurable and precise "If, Then" hypothesis if given a question. Students will be able to construct a box and whisker plot given a data set.(Under 3 ratings)

Freshman Academy 9/11Students will be able to analyze written procedures for precision. Students will be able to construct a dot plot, box and whiskers, and histogram for a given set of data.(Under 3 ratings)

Freshman Academy 9/14Students will be able to develop the steps to a controlled experiment.(Under 3 ratings)

Freshman Academy 9/15Students will be able to determine various ways that graphs can be misleading. Students will be able to define and determine variables of scenarios.(Under 3 ratings)

Freshman Academy 9/16Students will be able to construct and analyze a two way frequency table. Students will be able to design and implement scientific experiments.(Under 3 ratings)

Freshman Academy 9/17Students will be able to construct and analyze data into a two way frequency and a relative two way frequency table. Students will be able to design and carry out a controlled experiment.(Under 3 ratings)

Freshman Academy 9/18Students can construct and analyze a two way frequency table. Students can identify the independent and dependent variable. Students can identify the constants and control group.(Under 3 ratings)

Freshman Academy 9/2The students will be able to make inferences based on facts given. Students will be able to discuss the function of a bar, line, and circle chart. Students will be able to analyze the data found on bar, line, and circle charts.(Under 3 ratings)

Freshman Academy 9/21 & 9/22Students will be able to identify the independent and dependent variable of their project. Students will be able to utilize Microsoft Excel to develop a graph for their results. Students will be able to create conclusions based on the results of their experiment.(Under 3 ratings)

Freshman Academy 9/25Students will demonstrate their understanding of the concepts taught via a quiz.(Under 3 ratings)

Freshman Academy 9/28Students will be able to identify various types of expressions that lead to mathematical operations. Students will be able to define speed, velocity, and acceleration. Students will be able to identify the units used in calculations of speed, velocity, and acceleration. Students will be able to utilize the formulas provided to calculate unknown variables.(Under 3 ratings)

Freshman Academy 9/3Students will be able to use data provided in a frequency table to create a dot plot and a histogram.(Under 3 ratings)

Freshman Academy 9/30Student will be able to solve for speed, distance, time, or velocity given two out of three variables. Student will be able to identify the units for speed and velocity. Student will be able to solve one step equations using inverse operations.(Under 3 ratings)

Freshman Academy 9/4Students will be able to differentiate between a scientifically testable question and one that is not. Students will be able to create a scientifically testable question that is specific and measurable.(Under 3 ratings)

Freshman Academy 9/8Students will be able to construct a scientific experimentation question. Students will be able to organize data into a box and whisker plots.(Under 3 ratings)

Freshman Academy 9/9Students will be able to order data, determine the 5 important numbers, and plot the numbers on a box and whisker plot. Students will be able to cite web sources using easybib.com. Students will be able to conduct basic research on the information about their myth topics.(Under 3 ratings)

Gas Laws Intro & labTask: How is understanding the gas laws essential to the safety of scuba divers? After researching the gas laws as they apply to scuba diving, create a document that explains the dangers of diving as it pertains to the gas laws.(Under 3 ratings)

Gas Laws ProjectHow is understanding the gas laws essential to the safety of scuba divers? After researching the gas laws as they apply to scuba diving, create a document that explains the dangers of diving as it pertains to the gas laws.(Under 3 ratings)

Graphing : Causation and Correlation1. Identify three types of graphs and explain the ways they are used.
2. Distinguish between the independent variable and the dependent variable.
3. Explore the concepts of of causation and correlation.(Under 3 ratings)

Graphing : Causation and Correlation1. Identify three types of graphs and explain the ways they are used.
2. Distinguish between the independent variable and the dependent variable.
3. Explore the concepts of of causation and correlation.(Under 3 ratings)

Hot Air Balloon ChallengeTo practice critical thinking skills and engineering processes .
To apply the gas law concepts of Charles' Law and Archimedes' Principle within a STEM activity.(Under 3 ratings)

Human activity and the negative impacts on animals and habitatsThe objective of this lesson is to allow students to investigate the negative impacts human activity and society's desire for entertainment and wants (and not needs) has had on animals, their welfare, their habitats and ecosystems themselves, such as the rain forest. The lesson is intended to focus on animals and their habitats, however, this lesson can be complemented with other lessons that speak more specifically to aquatic and terrestrial ecosystems as stated within the specific expectations.
This lesson brings forth Desmond's ideas of animal tourism (zoos), animals as trophies (trophy hunting), animals being poached and their bodies or specific parts of their bodies being bought to show human status/wealth in society (animal exploitation). The lesson's main focus highlights "human's relations with and mastery over a natural world" (Desmond, 1999) bringing to light the dark sides of society and the ways in which humans have had destructive impacts on animals and habitats.(Under 3 ratings)

Human ConsumptionBig Idea: People have the responsibility to assess their impact on climate change and to identify effective courses of action to reduce this impact.
Students will discover how much they consume in a day. They will compare this with other students in the class.
Students will learn about ways to consume less, and what over consumption is doing to the planet.(Under 3 ratings)

IZ 1/20 - 1/22Students will gain an understanding of the role that electrons play in magnetism. Students will be able to verbalize how a magnet works and what a magnetic field is. Students will diagram attraction and repulsion of magnetic fields.(Under 3 ratings)

IZ 1/23Students will be able to draw lines of force and a magnetic field given two bar magnets. Students will be able to discuss the role of domains in magnetism.(Under 3 ratings)

IZ 1/26Students will demonstrate their understanding of magnetism through a short check up.(Under 3 ratings)

IZ 1/28Students will be able to discuss the relationship between potential electrical energy and kinetic potential energy. Students will be able to define a series circuit and discuss the effects of manipulating the series circuit.(Under 3 ratings)

IZ 1/29Students will be able to define static electricity. Students will be able to differentiate between series and parallel circuits.(Under 3 ratings)

IZ 1/30Students will compare and contrast a series and a parallel circuit.(Under 3 ratings)

IZ 1/5Students will finalize the Christmas Carnival game. Students will begin reviewing for the upcoming exams.(Under 3 ratings)

IZ 10/1Students will be able to calculate speed given the distance and time of an object. Students will be able to discuss the overall theme for the next project.(Under 3 ratings)

IZ 10/13 & 14Students will observe that when no net force is applied, objects will not speed up or slow down. (Newton’s first law.)
Students will observe the relationship between force, mass, and acceleration (Newton’s second law.)
o Show that doubling the force doubles the acceleration.
o Show that doubling the mass of the object halves the acceleration.
o Apply the formula, F = ma.
Students will notice that a force applied in one direction causes an object to move in the opposite direction. (Newton’s third law.)
Students will interpret graphs of position vs. time, velocity vs. time, and acceleration vs. time.(Under 3 ratings)

IZ 10/15, 10/16, 10/17Students will be able to solve for a variable given a multi-step equation. Students will be able to design and begin constructing a cardstock roller coaster.(Under 3 ratings)

IZ 10/20Students will determine the correct unit to use with various calculations: speed, velocity, distance, time, force, acceleration. Students will construct a roller coaster given specific perimeters, students will correctly solve for a variable given a multi-step equation.(Under 3 ratings)

IZ 10/21Students will solve for variables given a physics word problem. Students will solve for a variable given a multi-step equations. Students will construct a roller coaster given specific perimeters.(Under 3 ratings)

IZ 10/22Students will correctly correlate a real world example with the 3 Laws of Motion. Students will combine like terms to solve for a variable given an equation. Students will construct a roller coaster that meets specific criteria.(Under 3 ratings)

IZ 10/23Students will …
• Explore how an object accelerates as it slides down a slope.
• Distinguish kinetic and potential energy.
• Relate the kinetic energy of an object to its mass and speed.
• Observe how potential energy is converted to kinetic energy.
• Explore how energy and momentum relate to the outcomes of collisions.(Under 3 ratings)

IZ 10/27Students will evaluate two systems and determine which system has greater momentum. Students will determine that energy is transferred from one object to another during a collision.(Under 3 ratings)

IZ 10/28Students will solve for a variable given a multi-step equation. Students will continue working on the construction of their paper roller coasters.(Under 3 ratings)

IZ 10/6Students will demonstrate their understanding of one step equations.(Under 3 ratings)

IZ 10/7Students will be able to determine the velocity of an accelerating car given the distance traveled in the time. Students will be able to utilize the velocity of a toy car to create a velocity versus time graph. Students will be able to determine the acceleration of a toy car by utilizing a velocity versus time line graph.(Under 3 ratings)

IZ 11/12Students will understand how to differentiate between energy, work, and power.(Under 3 ratings)

IZ 11/13Students will be able to calculate the work and power given specific scenarios. Students will correctly identify the units for energy, work, and power.(Under 3 ratings)

IZ 11/14Students will be able to determine the amount of work completed, and the power required of various scenarios.(Under 3 ratings)

IZ 11/17 & 11/18Students will understand that absolute value is a distance from zero. Students will understand the variables of a pendulum and how each effects the period of the pendulum.(Under 3 ratings)

IZ 11/19Students will be able to determine the variables that effect the period of a pendulum. Students will be able to calculate the period of a pendulum given the length of the string. Students will be able to calucate percent error given the actual number and the expected number. Students will be able to define absolute value, and will be able to solve an equation given an absolute value.(Under 3 ratings)

IZ 11/20Students will demonstrate their understanding of pendulums and energy on a quiz.(Under 3 ratings)

IZ 11/24Students will solve equations given various situations of absolute value.(Under 3 ratings)

IZ 11/25 & 11/26Students will determine the maximum velocity of the sock monkey going down a zip line. Students will determine the energy lost due to friction.(Under 3 ratings)

IZ 11/3Students will reflect on their personal contributions to the roller coaster project as well as their group members' contributions. Students will demonstrate an understanding of Newton's Laws and the Roller Coaster Project.(Under 3 ratings)

IZ 11/5Students will be able to discuss the three laws of motion. Students will be able to determine the applications of Newton's Laws of Motion to their roller coaster project.(Under 3 ratings)

IZ 12/15 & 12/16Students will be able to determine the mechanical advantage of a wheel and axle as well as various pulley sets ups.(Under 3 ratings)

IZ 12/18Students will demonstrate their understanding of the project through a presentation.(Under 3 ratings)

IZ 12/19Students will demonstrate their understanding of the calculation of Mechanical Advantage.(Under 3 ratings)

IZ 12/3Students will be introduced to the next project.(Under 3 ratings)

IZ 12/4 & 12/5Students will understand the definition of mechanical advantage. Students will be able to calculate the mechanical advantage of an inclined plane.(Under 3 ratings)

IZ 12/8 (Substitute Day)Students will be able to differentiate between ideal and actual mechanical advantage. Students will be able to utilize the IMA and AMA to determine the efficiency of an inclined plane.(Under 3 ratings)

IZ 12/9-12/12Students will understand how a simple machine makes work easier. Students will be able to calculate the mechanical advantage of an inclined plane, screw, wedge, and lever.(Under 3 ratings)

IZ 2/10Students will be able to solve for an unknown using Ohm's Law.(Under 3 ratings)

IZ 2/11 and 2/12Students will collaborate to determine the best blade design. Students will construct wind blades.(Under 3 ratings)

IZ 2/13Students will analyze the slope of a line to determine it's use in making predictions.(Under 3 ratings)

IZ 2/3 & 2/4Students will be able to discuss voltage difference and role it plays in a circuit. Students will understand the functionality of a battery. Students will be able to define resistance, and discuss the calculations in Ohm's Law.(Under 3 ratings)

IZ 2/5-2/6Students will gain an understanding of the concepts of resistance, voltage, and current. Students will build circuits and experiment to determine the variables and their effect on one another. Students will utilize Ohm's Law to determine unknown variable.(Under 3 ratings)

IZ 2/9Students can differentiate between circuits and currents. Students can determine the unit used for voltage, resistance, and current. Students can utilize Ohm's Law to solve for unknown variables of Ohm's Law.(Under 3 ratings)

IZ 3/24The students will understand the a change in temperature is what dictates the state of matter. The students will recognize the relationship between states of matter and kinetic energy of the molecules.(Under 3 ratings)

IZ 3/25-3/31Students will be able to identify the location of the metals, nonmetals, and metalloids on the periodic table. Students will be able to compare and contrast periods and groups of a periodic table. Students will be able to identify the 4 pieces of information found in a square on the periodic table. Students will know that the bold staircase on the periodic table separates metals from nonmetals.(Under 3 ratings)

IZ 4/20Students will be able to determine the number of protons, neutrons, and electrons of a specified element. Students will be able to determine the electron configuration of each energy level.(Under 3 ratings)

IZ 4/7 -4/8Students will be able to differentiate between an atom and an element. Students will be able to identify the four pieces of information given in a square on a periodic table. Students will determine that like charges repel and opposites attract. Students will be able to determine the number of protons, neutrons, and electrons in any assigned element given a table to reference.
Lessons this week adapted from:
http://www.middleschoolchemistry.com/lessonplans/(Under 3 ratings)

IZ 4/9Students will be able to determine basic properties of subatomic particles. Students will be able to label the mass number, atomic number, element name and symbol given a periodic table square. Students will be able to determine the number of protons, neutrons, and electrons given the periodic table to reference.(Under 3 ratings)

IZ 5/4Students will understand how to identify a covalent bond vs an ionic bond. Students will be able to write the formula for an ionic bond and draw a lewis structure for an ionic bond. Students will be able to name a covalent bond and an ionic bond.(Under 3 ratings)

IZ 5/5Students will review ionic and covalent bonding. Students will be able to determine if a bond is ionic or covalent. Students will be able to draw the lewis structure for a covalent bond. Students will be able to write the chemical formula for an ionic bond. Students will be able to write the name for the chemical bonds.(Under 3 ratings)

IZ 5/6Students will demonstrate their understanding of covalent and ionic bonds on a quiz. Students will find basic information about isotopes.(Under 3 ratings)

IZ 8/21Students will have an understanding of what the Innovation Zone is and the expectations of the course.(Under 3 ratings)

IZ 8/22The student will understand the expectations of the teachers for the IZ. The teacher will learn more about the students.(Under 3 ratings)

IZ 8/28Students will better understand the safety requirements of the class. Students will be assessed to gain an understanding of their prior knowledge.(Under 3 ratings)

IZ 8/29Students will present their lab safety rule to the class. Students will also sign off on the lab safety contract.(Under 3 ratings)

IZ 9/10Students will be able to construct and interpret frequency tables, histograms, and dot graphs. Students will be able to determine the independent and dependent variable given various experimental situations.(Under 3 ratings)

IZ 9/11Student will be able to create a comprehensive procedures list for the experiment. Students will be able to interpret data from various types of graphs and charts.(Under 3 ratings)

IZ 9/12Students will be able to design and conduct a controlled experiment. Students will be able to analyze the data found in the experiment. Students will be able to identify the correct means of displaying data.(Under 3 ratings)

IZ 9/15Students will be able to determine the mean, median, mode, and range given a set of data. Students will design and conduct a scientific experiment.(Under 3 ratings)

IZ 9/16Students will be able to identify 5 pieces of data necessary to create a box and whisker plot. Students will be able to determine which type of graph will be most relative to display their found data.(Under 3 ratings)

IZ 9/17The student will be able to determine the mean, median, mode, and range, given a set amount of data points. The student will be able to differentiate between the independent and the dependent variable. The student will understand how to draw conclusions from an experiment.(Under 3 ratings)

IZ 9/19Students will know the expectations for presenting.(Under 3 ratings)

IZ 9/2Students will be able to define several types of measurements and their units. Students will better understand themselves and others when working in a collaborative situation.(Under 3 ratings)

IZ 9/22Students will present the findings from their Mythbusters Project.(Under 3 ratings)

IZ 9/23Students will prepare for the upcoming after school display of their projects.(Under 3 ratings)

IZ 9/25Students will be able to evaluate self and others' performance on the Mythbusters project. Students will create a box and whiskers plot given a set of data.(Under 3 ratings)

IZ 9/26Students will review box and whisker plots. Student will be able to identify the quartiles. Student will be able to calculate an outlier. Student will be able to determine the characteristics of a misleading graph.(Under 3 ratings)

IZ 9/29Students will review and assess on the data analysis unit.(Under 3 ratings)

IZ 9/3Students will work collaboratively to collect valid data through measurements of mass, volume, and length(Under 3 ratings)

IZ 9/30Students will be assessed on the scientific method. Students will be introduced to the scientific field on physics. Students will be review their assessment on data analysis.(Under 3 ratings)

IZ 9/4Students will be introduced to the first project. Students will be able to determine which myth they would like to bust. Students will understand the definition of various types of measurement. Students will understand how to obtain measurements in various ways. Students will be able to use appropriate units with measurements.(Under 3 ratings)

IZ 9/5Students will be able to construct a bar graph using the data from the entry event. Students will be able to differentiate between and discuss the use of a bar graph, a line graph, and a circle graph.(Under 3 ratings)

IZ 9/8Students will be reminded of the safety requirements of science labs. Students will analyze the data from the Coke and Mentos Experiment through the use of a bar graph.(Under 3 ratings)

IZ 9/9Students will be able to correctly list the steps of the scientific method. Students will interpret bar, pie, and circle graphs. Students will construct a bar graph.(Under 3 ratings)

IZ Week of 2/23Students will be able to determine the relationship between current, voltage, and resistance. Students will be able to identify the units used for current, voltage, and resistance. Students will work collaboratively to engineer a wind blade design.(Under 3 ratings)

Lesson 1: VocabularyStudents will be able to:
-recognize and define terms related to motion(Under 3 ratings)

Lesson PlanStudents should learn...
1) How water is an energy agent.
2) How ground water and surface water interact.
3) Currents/heating
4) Water cycle
5) River systems
6) Human influences on fresh water availability.(Under 3 ratings)

Lesson Plan1) How water can be used as energy
2) How ground water and surface water interact
3) Explain currents/heating
4) Hydrosphere cycle
5) River systems
6) Water pollution(Under 3 ratings)

Lesson PlanJonny should be able to raise his hand and wait to be called on instead of blurting out in class.
Jonny should be able to manage stress/anxiety using a stress ball or taking a break from class.
Jonny will work with a peer to remain organized and stay on task.
Jonny will refer to cue cards to follow the class rules.(Under 3 ratings)

Lesson PlanStudents should be able to state Newton's law of Gravitation and state that gravitational forces are consistent with Newton's third law and solve problems using Newton's law of gravitation(Under 3 ratings)

Lesson PlanStudents will learn/reinforce what an acid is and what a base is an how we use them.(Under 3 ratings)

Lesson PlanStudents will be introduced to the human impact on the environment and explore alternatives to improve the situation on the planet.(Under 3 ratings)

Lesson PlanStudents will evaluate the steps of Central Dogma. Be able to the process from DNA to transcription of RNA
Students should be able to analyze a given DNA sequence and create the other strand using the correct nitrogenous bases.(Under 3 ratings)

Lesson PlanTo give more time with whims and msds, and to give them a practical activity to do with this topic(Under 3 ratings)

Lesson PlanIntroduce the idea of Ecology and ecosystems to the student with an exit card(Under 3 ratings)

Lesson PlanStudents will have the opportunity to examine the number of plants and animals in different habits and compare the differences between disturbed and undisturbed areas.
Through this investigation, students will also be able to identify abiotic characteristics of undisturbed areas and disturbed areas, measure biodiversity qualitatively, and describe the ecological benefits of biodiversity.(Under 3 ratings)

Lesson PlanTo gain an understanding of how technology shaped the modern cell theory. To take a virtual field trip to London in the 1600's to explore how the scientists created the first microscope and saw microorganisms for the first time.(Under 3 ratings)

Life Hack LabStudents will practice research oriented inquiry investigation that will result in a presentation of their fact based data.(Under 3 ratings)

Mini lesson Plan
By Adolf Diange EboaOverall Expectations:
B1 . assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of action intended to remedy or mitigate negative impacts;
Specific Expectations:
assess, on the basis of research, the impact of a factor related to human activity( e.g., urban sprawl, introduction of invasive species, over-hunting) that threatens the sustainability of a terrestrial system.
Question: 1- How Suburban development affects local ecosystem.
2- What are examples of Adolescence role in maintaining wild life and ecosystems.
Biodiversity, Connecting oneself to Nature. Environmental awareness.(Under 3 ratings)

Modeling the Mapping the Ocean Floor using Remote SensingStudents will perform research to:
*Identify and describe the different types of plate boundaries.
*Relate seafloor structures to types of plate boundaries.
*Describe methods of remote sensing.
*Determine the methods of heat transfer within Earth's mantle and connect to the movement of the crustal plates.
Students will:
* Measure to the nearest .01 cm
* Construct and use a data table using Excel
* Produce a 3-D topographic map of the "ocean floor" using Excel
*Produce a 3-D Wire Frame map of the "ocean floor" using Excel
*Produce a colored contour map of the "ocean floor" using Excel
*Produce a contour map of the "ocean floor" using Excel
* Produce cross-sectional profiles using Excel
Students will:
*Work cooperatively within small groups to carry out the activity.
* Accept responsibility for being and active participant.
* Listen to the suggestions and ideas of their partners.
* Listen to and respectfully ask questions of other groups.
* Accept responsibility for the group's workstation and materials.
Each group will:
* Contribute research to the class slide show using google slides.
* Post their completed maps and profiles into a slide show.(Under 3 ratings)

Motion and Forces Power Point 2-3Motion Power point that describes Motion and Review Forces with the inclusion of examples/ demonstrations will be provided
Students will fill in the concepts of these in a notes section.(Under 3 ratings)

Motion-Chapter 2-2To tie in concepts of motion with visual illustration. Power point on Motion with notes(Under 3 ratings)

Nature as a resource for human consumptionThe goal of this lesson is to teach grade 9 (applied) students about the devastating effect of human activity on the environment. Through this lesson they will learn the basic knowledge related to sustainable ecosystems and how to identify with nature. By the end of the lesson they should have a strong idea about their ecological identity and they must be able to differentiate between the healthy of nature as a necessity of our existence and the popular (and much more selfish) view that nature is simply a resource for human consumption.(Under 3 ratings)

Newton's 1st Law of MotionThe students will demonstrate prior knowledge and recently introduced information on Newton's 1st Law of Motion, through class discussion and demonstration while completing the steps in the Wacky Washers Lab.(Under 3 ratings)

Passionate Contributors to ScienceTo introduce students to ideas, values, and history behind technological literacy and scientific understanding, and to encourage their critical thinking on the significance the significance of each.(Under 3 ratings)

Plant and Animal Cell LabObserve the general structures and organelles of a plant (onion) and animal (human cheek) cell.
Identify major differences between plant and animal cells.
Students will be able to identify and state the characteristic that is unique to eukaryotic cells
Students will have an understanding of the structure and functions of the cells.
Be able to identify cells by size and shape whether unicellular, multicellular, plant or animal.(Under 3 ratings)

Popcorn Project - IPS HonorsTo explore STEM practices
To create and implement a controlled experiment .
To practice research skills.
Collaborate with peers in small groups.
Publish findings in a classroom newsletter.
Create and Update a class webpage.(Under 3 ratings)

Properties of Matter> Students will be able to classify and compare substances based on their physical and chemical properties.
> Students will understand and apply concepts of physical and chemical properties.
> Students will be able to observe, predict, plan, and analyze an inquiry based experiment.(Under 3 ratings)

Science Unit 4 Lesson 1Students should be able to:
-describe various models of the atom
-understand the relationship between the numbers of protons and electrons in atoms of the same element.(Under 3 ratings)

Science Unit 4 Lesson 2Students will be able to:
-explain what the atomic number is
-explain how the mass number of an element is determined(Under 3 ratings)

Science Unit 4 Lesson 3Students will be able to:
-explain what a symbol is
-explain how element symbols are alike and different
-identify symbols for common elements(Under 3 ratings)

Science Unit 4 Lesson 4Students will be able to:
-explain how elements are arranged in the periodic table
-explain the information contained in each box in the periodic table
-explain what an isotope is
-explain how elements in the periodic table are grouped in columns(Under 3 ratings)

Science Unit 4 Lesson 5Students will understand:
-electron shells
-valence shells
-how atomic numbers are derived by the number of protons in the atomic structure
-how the periodic table is organized by atomic number, number of electron shells (rows), and number of electrons in the valence shell (columns)
-how the periodic table is organized into different families of properties(Under 3 ratings)

Sciences and Technology1- Overall Expectation
asses social, environmental, and economic impacts of the use of common elements and compounds , with reference to their physical and chemical properties;
2- Specific Expectation
assess the usefulness of and /or the hazards in terms of their physical and chemical properties.
To understand elements and compounds that can pose problems in the community.(Under 3 ratings)

Section 7.3 LessonGenes can be mapped to specific locations on chromosomes.(Under 3 ratings)

Seeing and Applying Density - LabStudents will mathematically predict the amount of mass added to an object that will cause a structure to become more dense than water and sink. T(Under 3 ratings)

Sinking of the Andrea DoriaStudents will read the background information and the case evidence for the sinking of the Andrea Doria. Using this information, they will create an illustrated timeline of events leading up to the sinking, and write an abstract to go with the timeline.(Under 3 ratings)

Sustainable Ecosystems: The case of Zika vs BeesBy the end of this lesson the students should be able to identify the concerns regarding human activities and their negative impact on terrestrial ecosystems. This lesson specifically will focus on the case study of protection against zika virus (by spraying against the mosquito that carries it) and hurting millions of honey bees almost instantaneously.(Under 3 ratings)

Sustainable Ecosystems: The case of Zika vs BeesBy the end of this lesson the students should be able to identify the concerns regarding human activities and their negative impact on terrestrial ecosystems. This lesson specifically will focus on the case study of protection against zika virus (by spraying against the mosquito that carries it) and hurting millions of honey bees almost instantaneously.(Under 3 ratings)

Top Down Trophic Cascade SimulationFor students to understand the importance of top predators in controlling the food chain and preventing the ecosystem to collapse.(Under 3 ratings)

Top Down Trophic Cascade SimulationFor students to understand the importance of top predators in controlling the food chain and preventing the ecosystem to collapse.(Under 3 ratings)

Top Down Trophic Cascade SimulationFor students to understand the importance of top predators in controlling the food chain and preventing the ecosystem to collapse.(Under 3 ratings)

Tracing the EnergyStudents will explore the energy footprint of bringing exotic products from distance locations to a grocery store nearby.
Students will conduct research in collaborative groups to answer 9 basic questions.
Students will begin to create an energy budget for the product they wish to purchase.
Students will begin to appreciate the global energy budget for production, transportation and the role fossil fuels play in the process.
Students will make connections between the fuel consumption and environmental impact.
Some groups may make connections to localized impacts on native populations.(Under 3 ratings)

Unit 1: The Science of Living ThingsStandard 1: Synthesize research on the historical importance and purpose of agriculture and agriculture organizations, identifying major events, opportunities, and technological developments influenced by agriscience theories and practices. (TN CCSS Writing 8)(Under 3 ratings)

Unit 5 Lesson 1Students will be able to:
-describe a chemical change
-describe some characteristics of compounds(Under 3 ratings)

Unit 5 Lesson 2Students will be able to explain how:
-electron in an atom are arranged
-electrons fill the energy levels
-atoms combine to form compounds
-ions form chemical bonds(Under 3 ratings)

Vitamin C InvestigationStudents will investigate the stability and content of vitamin C in various investigations.(Under 3 ratings)

What's in The Box?To explore the use of indirect evidence to draw scientific conclusions. Students must use models based on previous knowledge to construct an argument supporting their hypothesis.(Under 3 ratings)

Work and EnergyStudents will learn the scientific definition of work and power, and how to calculate work and power.(Under 3 ratings)

Bean LabStudents should understand that individuals are uniquely suited for survival. This adaptation gives them differential fitness.(Under 3 ratings)

Cancer and killing cancerThe objective of this lesson is to introduce the cancer and how cancer can occur as a result of dysregulated cell division (mitosis) due to the accumulation of mutations. Students will then be presented with current cancer research occurring close to home (Ottawa) and how a ground breaking cancer therapy was discovered and developed here in Ottawa.
This lesson has been developed to bring forth two main themes within the Hochman (2006) reading: "Teachers as story tellers" and "teachable moments". Hochman discusses how September 11th brought forth a new way in which she saw herself as a teacher. She was split between "teachers as conveyors of subject matter and teachers as nurturers and counselors". This comment brought forth my own reflections regarding teaching and how topics that a teacher holds close to their heart or has experience in enables them to showcase their interest which instills interest in one's students. Rather than just conveying information, we can use that information and knowledge to nurture student learning by bringing forth its real world application and context.
Hochman was also forced to "confront...the nature of curriculum". Hochman further explains that "September 11th was not only the ultimate "teachable moment" but also confirmed that students learn best when material is made most relevant to them." Thus I have developed this lesson to bring forth my opportunity of "teacher as story teller" and a "teachable moment" which makes school curriculum material more relevant to students' lives. The topic of cancer was chosen due to the fact that cancer has touched everyone's lives to some extent, either personally or by illness of a family member or friend. Moreover, the topic of cancer and cancer research speaks to me as a "story teller" and provides a "teachable moment" as I have and currently am conducting cancer research and testing potential cancer therapeutics which have the potential to improve one's immune system in combating cancer. Finally, the topic of cancer will be made more relevant to the students by exposing them to breakthrough research being conducted at the Ottawa Hospital Research Institute. Through the use of a teacher's professional judgment, one can develop and plan a lesson to not only fit the curriculum expectations, but to provide the teacher with an opportunity to share knowledge and experience that is important to them and enables them to share their expert knowledge with students.(Under 3 ratings)

Cell PartsThe students will complete a graphic organizer (foldable), which will include definitions, and illustrations of the different cell parts.(Under 3 ratings)

Cell Parts Using ClayThe students will construct an animal cell and plant cell using clay. They will demonstrate their knowledge by incoorperating the eleven organelles that we have been discussing in class. They will be able to verbally name and describe each of the eleven organelles.(Under 3 ratings)

Chemistry &CoralsThe objective of this lesson is to help students understand how increased amount of carbon dioxide emissions from the burning of fossil fuels is changing the acidity of the ocean and affecting coral reefs and other marine animals. Students will have the opportunity to conduct an experiment to see whether the increased amount of carbon dioxide is making the oceans more basic or acidic and what the consequences mean for our future generations.(Under 3 ratings)

Chemistry &CoralsThe objective of this lesson is to help students understand how increased amount of carbon dioxide emissions from the burning of fossil fuels is changing the acidity of the ocean and affecting coral reefs and other marine animals. Students will have the opportunity to conduct an experiment to see whether the increased amount of carbon dioxide is making the oceans more basic or acidic and what the consequences mean for our future generations.(Under 3 ratings)

Chemistry &CoralsThe objective of this lesson is to help students understand how increased amount of carbon dioxide emissions from the burning of fossil fuels is changing the acidity of the ocean and affecting coral reefs and other marine animals. Students will have the opportunity to conduct an experiment to see whether the increased amount of carbon dioxide is making the oceans more basic or acidic and what the consequences mean for our future generations.(Under 3 ratings)

Climate Change IntroFor students to know the effects of the changing climate on the different species that live on Earth and what this means for global food sources and habitats(Under 3 ratings)

DiffusionStudents will understand the role of diffusion in cell transport.(Under 3 ratings)

Earth and Space Science: Climate ChangeStudents should be able to come up with some issues resulting from climate change, as a review from a previous class
This will lead a discussion into lesser known effects of climate change, which will set up for a research project in the future.(Under 3 ratings)

Environmental ConcernsDefine pollution and cite examples in the modern world.
Relate conflicts over the cost-benefit issues of pollution to the development of environmental laws.
Indicate how scientific data and conclusions can inform societal decisions about specific case studies.
Explain the chemistry of air pollution.
Discuss modern technology and how is used to monitor and alleviate air pollution.
Explain the chemistry and environmental effects of acid rain.
Discuss modern technology and how is used to manage solid waste.
Explain the process for recycling at home and in a larger societal context.
Communicate your pollution field study data.
Summarize the biodiversity case study, showing an understanding of the facts involved.
Give examples of biodiversity issues in a historical and modern context.
Discuss modern technology and how is used to manage biodiversity.
Explain the terms global climate change, global warming, and global climate disruption.
Cite data related to global climate change, global warming, and global climate disruption.(Under 3 ratings)

Ethics and Morality in the Classroom -Is There a "Right" Side?The purpose of this lesson is to answer the fundamental question "How do we teachers teach morality and ethics in our schools?". But more specifically, as science teachers. Students will have the opportunity to examine several ethical case studies in relation to technological developments related to systems biology throughout history through the use of story telling and case files. After each case study, the students will demonstrate their ethical side of the case by engaging in class discussions and a debate.(Under 3 ratings)

Ethics and Morality in the Classroom -Is There a "Right" Side?The purpose of this lesson is to answer the fundamental question "How do we teachers teach morality and ethics in our schools?". But more specifically, as science teachers. Students will have the opportunity to examine several ethical case studies in relation to technological developments related to systems biology throughout history through the use of story telling, acting out scripts, and case files. After each case study, the students will demonstrate their ethical side of the case by engaging in class discussions and a debate.(Under 3 ratings)

Ethics and Morality in the Classroom -Is There a "Right" Side?The purpose of this lesson is to answer the fundamental question "How do we teachers teach morality and ethics in our schools?". But more specifically, as science teachers. Students will have the opportunity to examine several ethical case studies in relation to technological developments related to systems biology throughout history through the use of story telling and case files. After each case study, the students will demonstrate their ethical side of the case by engaging in class discussions and a debate.(Under 3 ratings)

Genetically Modified Foods and The Resilience and Productivity of Natural SystemsThe objective of this lesson is to critically analyze genetically modified foods and to examine both the advantages and disadvantages associated with their artificial existance. Students will have the opportunity to debate whether GMOs are helping us manage the planet or creating greater problems for the future generation.(Under 3 ratings)

Genetically Modified Foods and The Resilience and Productivity of Natural SystemsThe objective of this lesson is to critically analyze genetically modified foods and to examine both the advantages and disadvantages associated with their artificial existance. Students will have the opportunity to debate whether GMOs are helping us manage the planet or creating greater problems for the future generation.(Under 3 ratings)

Health Science Education-
Cardiology- PULSEThe students will learn what a pulse is and where is comes from as well as abnomalities related to pulse and how to assess pulse- Health Science Standards: 1.1, 1.3, 8.3. Common Core Standards: *Read Information text, follow steps, answer evidence-based questions*(Under 3 ratings)

Herb Garden ExperimentThe students will learn how to follow multi-step directions in a science experiment.(Under 3 ratings)

Human ActivityWhat is the relationship between humans and climate? Students are to investigate how humans affect the Earth's climate and how humans affect the Earth's ecology(Under 3 ratings)

Human ActivityWhat is the relationship between humans and climate? Students are to investigate how humans affect the Earth's climate and how humans affect the Earth's ecology(Under 3 ratings)

Humans and the EarthStudents wil learn about:
You Are Here
Properties of Minerals
Soil Around the World
Using Freshwater Resources
Water to Drink
Ocean Pollution
Air Quality
Unit Test(Under 3 ratings)

Intro to Climate ChangeTo create an awareness of climate change, and to create an emotional connection to the topic(Under 3 ratings)

Investigating Climate ChangeStudents will observe how climate change, past and present, has shaped the environment in their region. They will determine whether the change has been natural or human-caused, and where appropriate, analyze the benefits or drawbacks of human intervention. Lastly, they will research one effect of climate change that they have observed in the area and find out where else in the world is being affected by the same processes.(Under 3 ratings)

Just eat it! A food waste storyStudents should be able to evaluate how much food is consumed and wasted in our country and what alternatives are there to deal with this. Another important part of the lesson is to evaluate how damaging fast food (the most wasted food source as well) is for us and how many diseases can stem from eating junk food.(Under 3 ratings)

Lesson #1 - Human activity and the effect on our planetThe objective of today's lesson is to introduce the topic of climate change (Lesson 1). How has human civilization contributed to climate change? How has civilization's gain of knowledge and development of technologies impacted our planet? How has this affected our planet in a positive or negative way? Has this contributed to climate change? What is CO2 and does it have the potential to contribute to global warming and climate change?(Under 3 ratings)

Lesson PlanAt the completion of these activities, students should be able to:
• Identify significant events in microbial evolution
• Understand the perennial dominance of microbes, past and present
• Understand the order of key events in evolution relating to microbes
• Gain an appreciation about the place of microbes in earth's history(Under 3 ratings)

Lesson PlanAnalyze how meiosis maintains a constant number of chromosomes within a species.
Infer how meiosis leads to variation in a species.
Relate Mendel's laws of heredity to the events of meiosis.(Under 3 ratings)

Lesson PlanThis lesson will convince my students to avoid extremely loud noises and to pay attention to their surroundings so they do not damage their hearing.(Under 3 ratings)

Lesson PlanHow do the openness to change and
argumentation lead to the durability and
robustness of science?
1. Know that the most durable explanations become theories, but are continually
subjected to change in the face of new evidence.
2. Be open to argumentation from multiple perspectives, in order to continually challenge our understandings.(Under 3 ratings)

Lesson PlanStudents will be able to compare and contrast the different types of symbiosis.(Under 3 ratings)

Lesson PlanStudents will be able to compare and contrast the different types of symbiosis.(Under 3 ratings)

Lesson PlanStudents will be able to compare and contrast the different types of symbiosis.(Under 3 ratings)

Lesson PlanStudents should be able to...
1. Collect soil samples
2. Identify the presence of microorganisms in the soil
3. Evaluate the role and impact of microorganisms(Under 3 ratings)

Lesson PlanThe objective of this lesson is to help students understand how increased amount of carbon dioxide (CO2) emissions from the burning of fossil fuels is changing the acidity of the ocean and affecting coral reefs and other marine animals. Students conduct an experiment to see whether CO2 is making the oceans more basic or acidic.(Under 3 ratings)

Lesson PlanTo have the students review their knowledge of the periodic table and also get into bohr and lewis structures.(Under 3 ratings)

Lesson PlanTo introduce the topic of ions to the students and creating the foundations they need to learn compounds, all the while working off of yesterdays lesson with respect to bohr and lewis structures of an atom(Under 3 ratings)

Lesson PlanThe objective of this class is to solidify the students understanding of ions as we progress into ionic compounds tomorrow(Under 3 ratings)

Lesson PlanIn this class we will be introducing the idea that things in our lives are just compounds made up of elements on the periodic table(Under 3 ratings)

Lesson PlanThis is going to be the last content class of 2017 and this term. We will be working hard this class to make sure the students get a lot of practice with chemistry before the break.(Under 3 ratings)

Lesson PlanThe objective of this class is to get the kids to practice their naming skills and warm up after the winter break before we introduce word equations in the second part of the class(Under 3 ratings)

Lesson PlanTo introduce the idea of the different types of reactions and(Under 3 ratings)

Lesson PlanThrough a workstation activity we are going to work on our types of reactions / naming skills(Under 3 ratings)

Lesson PlanTo be introduced to the concept that chemical equations needs to be balanced to make sense(Under 3 ratings)

Lesson PlanTo safety and orderly conduct and observe a small lab and hand in your observations and analysis by the end of the class(Under 3 ratings)

Mini Lesson plan 1To access previous/background knowledge of students on a given topic and also to build on that knowledge through inquiring base learning.(Under 3 ratings)

MitosisThe students will demonstrate their knowledge of the process of Mitosis, by creating a foldable which shows the phases of mitosis and states what is occurring during each phase.(Under 3 ratings)

Physical Science Periods 3,4,5,and6TO show mastery in the usage of the periodic table by using it's content to answer questions about various elements and their uses that are contained within the table. To show research and explanation skills concerning water use projects for environmental science(Under 3 ratings)

Properties of MatterStudents will learn about
Introduction to Matter
Atoms
States of Matter
Physical Properties
Density
Unit Test(Under 3 ratings)

Social Symbiosis1) Teach students fundamentals of 3 types of symbiosis
2) Enable students to recognize human and nonhuman examples of symbiosis in their immediate environment.
3) To investigate, compare, contrast, analyze, and evaluate the significance of the relationships between human and nonhuman symbioses.(Under 3 ratings)

Symbiosis and Biomes Test ReviewStudents will be able to describe the different types of symbiotic relationships and compare and contrast the different biomes.(Under 3 ratings)

Symbiosis and Biomes Test ReviewStudents will be able to describe the different types of symbiotic relationships and compare and contrast the different biomes.(Under 3 ratings)

The Case of the Missing Bees: High
Fructose Corn Syrup and Colony
Collapse1. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
2. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.(Under 3 ratings)

2nd Per. The Rock CycleGiven a worksheet on the Rock Cycle, the students will construct and label the cycle rocks go through to change from one rock type to another. This will demonstrate their knowledge of the different processes rocks go through.(Under 3 ratings)

5.07-5.09 Forensics of Certain Crimes: ArsonDescribe the forensic procedures that are followed in cases of suspected arson.
Define arson, and describe scenarios in which arson should be suspected.
Describe the process by which a fire is ignited and sustained, and explain the chemistry of fire.
Describe the process for identification of accelerants and other fire-related and explosive materials.
Explain how the location of the origin of a fire is determined.
Recover information from a crime scene that involves the necessity for understanding arson and explosion data.
Distinguish biological characteristics of a fire victim vs. non-fire victim.
Apply arson reconstruction techniques to the reconstruction of a fire-based crime.
Apply arson data to interpret the validity of a suspect's account of an incident.(Under 3 ratings)

Chapter 1, Sections 1 & 2
Understanding Our Environment and The Environment and SocietyStudents will able to (SWBAT) describe the "Tragedy of the Commons" with 80% accuracy.
SWBAT explain the law of supply and demand with 100% accuracy.
SWBAT list three differences between developed and developing countries with 80% accuracy.
SWBAT distinguish between renewable and nonrenewable sources with 80% accuracy.
SWBAT describe the major environmental effects of hunter-gathers, the agriculture revolution, and the Industrial Revolution with 70% accuracy.
SWBAT define environmental science with 80% accuracy.(Under 3 ratings)

Chapter 10 BiodiversitySWBAT list and describe three levels of biodiversity with 80% accuracy.
SWBAT explain four ways in which biodiversity is important to ecosystems and humans with 80% accuracy.
SWBAT defined and give examples of endangered and threatened species with 80% accuracy.
SWBAT explain which types of threats are habing the largest impact on biodiversity with 80% accuracy.(Under 3 ratings)

Chapter 11 and 12 Water and AirSWBAT describe the distribution on Earth's water resources with 80% accuracy.
SWBAT explain why fresh water is one of Earth's limited resources with 80% accuracy.
SWBAT identify five primary air pollutants and give sources for each with 80% accuracy.
SWBAT describe the way in which smog is formed 80% accuracy.(Under 3 ratings)

Chapter 2, Sections 3 & 2
Statistics and Models & Making Informed DecisionsStudents will be able to (SWBAT) describe three values that people consider when making decisions about the environment with 100% accuracy.
SWBAT explain how scientists use statistics with 100% accuracy.
SWBAT describe three types of models commonly used by scientists with 70% accuracy.
SWBAT describe three types of models commonly used by scientists with 80% accuracy.(Under 3 ratings)

Chapter 3, Sections 2 & 3
The Atmosphere and The BiosphereStudents will be able to (SWBAT) describe the composition of the Earth's atmosphere and the layers of the Earth's atmosphere with 80% accuracy.
SWBAT explain three mechanisms of heat transfer in Earth's atmosphere with 90% accuracy.
SWBAT name the three major processes in the water cycle with 100% accuracy.
SWBAT list the factors that confine life to the biosphere with 100% accuracy.(Under 3 ratings)

Chapter 6 & 7 Assessment ESThe student will be able to (SWBAT) describe the factors that determine where an organism lives in an aquatic ecosystem with 80% accuracy.
The SWBAT explain how temperature and precipitation determine which plants grow in an area with 80% accuracy.(Under 3 ratings)

Chapter 6, BiomesStudent will be able to (SWBAT) explain how temperature and precipitation determine which plants grow in an area with 90% accuracy.
SWBAT to explain how latitude and altitude affect which plants grow in an area with 90% accuracy.(Under 3 ratings)

Chapter 7 Aquatic EcosystemsSWBAT describe the factors that determine where an organism lives in an aquatic ecosystem with 80% accuracy.
SWBAT describe two environmental functions of wetlands with 80% accuracy.
SWBAT describe one threat against river ecosystems with 80% accuracy.
SWBAT explain why an estuary is a very productive ecosystem with 80% accuracy. SWBAT describe tow threats to coral reefs and ocean organisms with 80% accuracy.(Under 3 ratings)

Chapter 8 Understanding PopulationsSWBAT describe the factors that determine where an organism lives in an aquatic ecosystem with 80% accuracy.
SWBAT describe two environmental functions of wetlands with 80% accuracy.
SWBAT describe one threat against river ecosystems with 80% accuracy.
SWBAT explain why an estuary is a very productive ecosystem with 80% accuracy. SWBAT describe tow threats to coral reefs and ocean organisms with 80% accuracy.(Under 3 ratings)

Chapter 9 The Human PopulationSWBAT define four properties that scientists use to predict population sizes with 80% accuracy.
SWBAT explain why different countries may be at different stages of the demographic transition with 80 % accuracy.
SWBAT describe three problems caused by rapid human growth with 80% accuracy.
SWBAT analyze strategies countries may use to reduce their population growth with 80% accuracy.(Under 3 ratings)

ES Chapter 2, Section 1
Scientific MethodsSWBAT list and describe the steps of the scientific method with 90% accuracy.
SWBAT describe why a good hypothesis is not simply a guess with 100% accuracy.
SWBAT describe the two essential parts of a good experiment with 80% accuracy.(Under 3 ratings)

ES Chapter 3, Sections 1
The GeosphereStudents will be able to (SWBAT) describe the composition and structure of the Earth with 90% accuracy.
SWBAT describe the Earth's tectonic plates and their function with 100% accuracy. SWBAT explin the main cause of earthquakes and their effects with 100% accuracy.
SWBAT describe how wind and water alter the Earth's surface with 90% accuracy.(Under 3 ratings)

Forensic Science• Define crime scene and search warrant, and explain the constraints placed on investigators by
Mincey v. Arizona and Michigan v. Tyler.
• Develop a crime scene sketch.
• Distinguish between the roles of detectives, crime scene investigators, and forensic scientists in
investigating a crime.
• Identify the education, training, and job requirements of every position related to crime scene
investigations.
• List and explain the sequential steps required in the analysis of a crime scene from the arrival of
the first officer (including the collecting and packaging of evidence).
• Describe the duties of forensic science personnel, including medical examiners, crime scene
investigators, and forensic anthropologists.
• Describe the role of each person at a crime scene, including the tools each uses.
• Describe the role of the crime scene photographer, and explain how the photographer supports
other crime scene personnel.
• Describe the scientific processes used in forensic science and the role of the scientific method in
forensic procedures.
• Distinguish between base units and derived units.
• Distinguish between precision and accuracy.
• Explain and give examples of Locard's exchange principle and its application to understanding the
nature and details of a crime.
• Explain the importance of legal cases and precedents, including Frye and Daubert cases.
• Explain the technical requirements of common equipment used to photograph crime scenes.
• Identify and describe the contributions of major innovators in forensic science.
• Identify and evaluate equipment used to produce accurate crime scene photographs.
• Identify the role and importance of forensic science, and give examples of how forensic science is
in the service of law.(Under 3 ratings)

Forensics and LawStudents will be able to discuss and compare various types of laws and how they relate to forensic science.(Under 3 ratings)

Hearing and ListeningIntroduce hearing as a sense.
Describe parts of the ear.
Talk about hearing and ear problems.
Demonstrate how important good listening is.
Students should obtain a basic understanding of how sound travels, basic ear anatomy, and damage to auditory function.
This lesson will convince my students to avoid extremely loud noises
and to pay attention to their surroundings so they do not damage their
hearing(Under 3 ratings)

How Can We Create Cleaner Coal?The goal for this lesson is to study the physical and chemical properties of coal and it's impact on our environment. Furthermore, students will learn about clean coal technologies, specifically the carbon capture and sequestration methods and will be asked to come up with innovative method ideas to put in place.(Under 3 ratings)

Human Health and the Environment- Water Quality InvestigationIt is sometimes difficult to believe that there are areas throughout Ontario and across Canada that still don't have access potable or drinking water. As a G7 leading nation and a 1st world country, one would thing that one of the United Nations Universal Human Rights such as having access to clean and safe drinking water, would be met. And yet, dozens of Aboriginal communities are still under a "boil water" advisory in their town. This exercise will demonstrate how students can test water quality and potability from local sources.(Under 3 ratings)

Intermolecular ForcesThis lesson will be designed as a flipped classroom (student centered learning). A section of material will be assigned for the students to explore before the lesson begins. This material is provided below:
Pages 321-328 in the course textbook
https://www.youtube.com/watch?v=PVL24HAesnc&list=PL1SfsSPaqXIiRcTEYFuZX_ojM13zaQaSI&index=2
https://www.youtube.com/watch?v=BqQJPCdmIp8&list=PL1SfsSPaqXIiRcTEYFuZX_ojM13zaQaSI&index=4
Students will start the lesson with a pre-existing knowledge of the topic, and utilize classroom time to engage in educational activities designed to apply content to real world situations. There will be a check in point half way through the lesson, to ensure students are appropriately applying knowledge during activities. In conclusion, the class will re-examined intermolecular forces to ensure all students fully understand the topic. The classroom activities are listed below.(Under 3 ratings)

Introduction to Chemical ReactionsBy the end of this lesson, the students should be able to know the definition of a "chemical reaction" and how to represent it on paper as a "chemical equation". The students also should be able to differentiate between different types of reactions such as synthesis, decomposition, combustion, single displacement and double displacement.(Under 3 ratings)

IZ 8/27Students will understand how to create a Meme or a Vine.(Under 3 ratings)

Lesson PlanStudents will be presented with two different types of bacteria (gram + and gram -), they will then use lab techniques to stain the cell membrane of the two different cells to determine if one is pathogenic or not(Under 3 ratings)

Lesson PlanStudents should be able to:
- Define terms associated with the lesson
- Identify cause and effects of food deserts(Under 3 ratings)

Lesson PlanStudents should be able to:
- Define terms associated with the lesson
- Identify cause and effects of food deserts(Under 3 ratings)

Lesson PlanTo have students develop/consider various perspectives on controversial environmental topics. To argue the perspective from both sides, and develop their own sense of morality/identity within these controversial topics.(Under 3 ratings)

Lesson PlanThis week-long reflection activity that follows this lesson is intended to have students think about their personal consumption habits and reconsider their choices to be smaller consumers.(Under 3 ratings)

Lesson PlanStudents should express their passion through choosing their favourite, local animal and exploring the anatomical and physiological characteristics associated with its species
Students should be able to explain the taxonomy and phylogenetic relations in a species of their choice and discuss in detail
Students would cut deep and travel far within their chosen species, and learn about proper classification and description(Under 3 ratings)

Lesson PlanStudents will get an idea of the kind of impacts humans have on the ecosystem and natural environment through their daily activities. They will also learn ways to reverse this effect
Students will hopefully be inspired to minimize their own impact on the environment, as well as be exposed to ways they can make this possible.
The goal is for students to be introduced to ecojustice(Under 3 ratings)

Lesson PlanStudents will use their dichotomous keys to classify organisms in a real world setting.
The goal is that in discovering these organisms on their own and using their own dichotomous key, the students will better remember the subject (i.e Discovery Learning)(Under 3 ratings)

Lesson PlanOverall Expectations
E1. analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;
Specific Expectation
E1.2 analyse economic, social, and environmental issues related to the distribution, purification, or use of drinking water (e.g., the impact on the environment of the use of bottled water)
Learning Intentions
Learning to analyze economic, social and environmental issues so that we can relate them to drinking water (distribution, purification, use)
Success Criteria
I am able to analyze economic, social and environmental issues and relate them to drinking water(Under 3 ratings)

Lesson PlanE1.1 analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landfill leachates, agricultural run-off, industrial effluents, chemical spills), and explain how these pollutants affect water quality
E1.2 analyse economic, social, and environmental issues related to the distribution, purification, or use of drinking water (e.g., the impact on the environment of the use of bottled water)(Under 3 ratings)

SBI3C- Conserving Plants in the Natural EnvironmentTo have the students gain an understanding of how different environmental conditions can affect growth of plants and living organisms in the natural environment. In addition, relate the changing of conditions of the environment has an affect on humans living in a healthy environment and that having the capability to live in a healthy environment is a human right.(Under 3 ratings)

SBI3C- Conserving Plants in the Natural EnvironmentTo have the students gain an understanding of how different environmental conditions can affect growth of plants and living organisms in the natural environment. In addition, relate the changing of conditions of the environment has an affect on humans living in a healthy environment and that having the capability to live in a healthy environment is a human right.(Under 3 ratings)

SBI3U - Lesson PLanTo provide the students with a perspective in how plants grow from seedlings to a full adult plant, the anatomy of a plant, and gain understanding in how to grow a plant.(Under 3 ratings)

Science Storytelling - EvolutionStudents should be able to: (C2) investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution. (C3) demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs. (C3.4) describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species. *also has potential to touch on nearly all other specific expectations in this strand in one way or another(Under 3 ratings)

Sedimentary RocksStudents will be able to understand the different types of sedimentary rocks that they have previously learned how they are formed.(Under 3 ratings)

SVN3M - M.L.P
Elif AltuntasBy the end of this class, students should be able to demonstrate an understanding of one of the following topics and have put together a clear template on how they'd like to explain their topic to the class.(Under 3 ratings)

Why Learn Science?Students will be able to identify and analyse the risks and benefits of human intervention in both aquatic and terrestrial ecosystems.(Under 3 ratings)

12th Grade:

2-8 LessonStudents will be able to calculate range and time of flight for projectiles launched horizontally.(Under 3 ratings)

AP Unit 3-3Students will be able to differentiate between balanced and unbalanced forces using a free body diagram.
Students will associate an unbalanced force with an acceleration and agree that the directions are the same.
Students will understand that the acceleration an object experiences is proportional to the force and inversley proportional to the mass of the object.(Under 3 ratings)

AP1 Unit 3 Friction 1Students will differentiate between static and kinetic friction
Students will be able to describe when max friction is reached and identify static friction as being as large as it needs to be.(Under 3 ratings)

AP1 Unit 3-1Students can identify the various requirements for a force to occur. Students can identify the types of forces that are being applied in a given situation.
Students identify forces that we experience as mostly being contributed to electrostatic interactions between atoms.(Under 3 ratings)

CHEMICAL COMPONENT OF FOOD, OVERCONSUPTIONS AND EFFECTS TO THE SOCIETYThe Objective of this lesson is to get students in the understanding of different component of food. Students will be expected to identify what are Carbohydrate, Proteins and Lipids. Students will be expected to learn about some adverse effect or diseases that result from excess consumption of different kinds of food.
The students will be expected to watch a video and respond to certain as a group.
Specific Expectations
F1.1 analyse the effects of human population growth, personal consumption, and technological development on our ecological footprint (e.g., the deforestation resulting from expanding development and demand for wood products causes the destruction of habitats that support biological diversity; the acidification of lakes associated with some industrial processes causes a decrease in fish populations) [AI, C]
F1.2 assess, on the basis of research, the effectiveness of some Canadian technologies and projects intended to nourish expanding populations (e.g., the risks and benefits of growing genetically modified canola; some of the sustainable development projects funded by the Canadian International Development Agency [CIDA]) [IP, PR, AI, C](Under 3 ratings)

Chemisty and our BodyStudents will understand how chemical equilibrium is important inthe human body and how the medical field uses chemistry(Under 3 ratings)

Classes and ObjectsOBJECTS
Every program that you write involves at least one thing that is being created or manipulated by the program. This thing, together with the operations that manipulate it,
is called an object.
Consider, for example, a program that must test the validity of a four-digit code
number that a person will enter to be able to use a photocopy machine. Rules for
validity are provided. The object is a four-digit code number. Some of the operations
to manipulate the object could be readNumber, getSeparateDigits, testValidity,
and writeNumber.
Any given program can have several different types of objects. For example, a program that maintains a database of all books in a library has at least two objects:
1. A Book object, with operations like getTitle, isOnShelf, isFiction, and
goOutOfPrint.
2. A ListOfBooks object, with operations like search, addBook, removeBook, and
sortByAuthor.
An object is characterized by its state and behavior. For example, a book has a state
described by its title, author, whether it’s on the shelf, and so on. It also has behavior,
like going out of print.
Notice that an object is an idea, separate from the concrete details of a programming
language. It corresponds to some real-world object that is being represented by the
program.
All object-oriented programming languages have a way to represent an object as a
variable in a program. In Java, a variable that represents an object is called an object
reference.
14(Under 3 ratings)

Day 1Students will be able to name the 4 ways we can represent motion.
Students can identify if an object is moving and find its displacement and distance.(Under 3 ratings)

Day 10Students will identify objects in free fall as falling at the same rate all the time. The only major difference is you know the acceleration at all times.(Under 3 ratings)

Day 2Students will be able to quantify velocity and displacement and differentiate between scalar and vector values.
Students will be able to use basic vector addition to calculate resultant vectors.(Under 3 ratings)

Day 2Students will be able to differentiate between displacement and distance. Students understand vectors vs. scalars. Students identify the multiple representations of motion.(Under 3 ratings)

Day 4Students will understand velocity and speed, be able to identify speed on a position time graph and differentiate between average and instantaneous velocity.(Under 3 ratings)

Day 6 KinematicsStudents can find displacement from a graph.
Define acceleration.
Use v/t graph to find acceleration at certain points.
Relate positive/negative acceleration to speeding up or slowing down.(Under 3 ratings)

Eclipse IDEintroduce and to become familiar with the IDE and learn how to start a new java project. and insert a class.. also explain the significance of main(string [], args)(Under 3 ratings)

Hello World!!learn how and where to put code for the computer to recognize.
use the commands print and println to create a first app(Under 3 ratings)

Honors Unit 3 3rd lawStudents will understand how to identify action reaction pairs in accordance with Newton's 3rd Law.
Students will know action reaction pairs act on two different objects and must be the same type of force.
Students will be able to explain that the reason both objects don't experience the same force is due to forces acting on objects of two different masses, and objects may have other forces interacting with them that cause motion to differ.(Under 3 ratings)

Honors Unit 3 Friction 2Students will have a conceptual understanding of frictional forces and will be able to differentiate between when static and kinetic friction are acting.
Students will associate static friction as an inequality that is as big as it needs to be to a point.
Students will identify that once static friction max is exceeded the object moves and kinetic friction takes over.
Students will identify kinetic friction as a constant value.
Students know the coefficient of kinetic friction is lower than static friction and can give a general explanation as to why as well as give a real life example of this observation.(Under 3 ratings)

Honors Unit 3 Friction 3Students can solve 1D frictional problems and determine the maximum static friction and the kinetic friction values.
Students will be able to use provided information to solve for the coefficient of friction for static and kinetic cases.(Under 3 ratings)

Honors Unit 3-3Students will be able to differentiate between balanced and unbalanced forces using a free body diagram.
Students will associate an unbalanced force with an acceleration and agree that the directions are the same.
Students will understand that the acceleration an object experiences is proportional to the force and inversley proportional to the mass of the object.(Under 3 ratings)

Honors Unit 3-4Students will be able to use quantitative analysis to solve problems involving Newton's 2nd Law(Under 3 ratings)

Honors Unit 3-5Students will be able to differentiate between static and kinetic friction.
Students will be able to solve problems involving static and kinetic friction.
Students will associate the strength of friction with normal force and the interaction of two different surfaces.(Under 3 ratings)

if and else.become familiar with the basic logic of a program and to understand some operators and functions.(Under 3 ratings)

Language FeaturesTheandAPtheComtechniqputueser Scienceand mecourthodsseofincludesmodernalgorprogitrhmamming,analysis,specificalldata stry,ucturobject-es,
oriented programming. A high-level programming language is used to explore these
concepts. Java is the language currently in use on the AP exam.
Java was developed by James Gosling and a team at Sun Microsystems in California; it continues to evolve. The AP exam covers a clearly defined subset of Java language features that are presented throughout this book, including some new features
of Java 5.0 that were tested for the first time in May 2007. The College Board website,
http://www.collegeboard.com/student/testing/ap/subjects.html, contains a complete listing of this subset.
Java provides basic control structures such as the if-else statement, for loop, and
while loop, as well as fundamental built-in data types. But the power of the language
lies in the manipulation of user-defined types called objects, many of which can interact
in a single program.
PACKAGES AND CLASSES
A typical Java program has user-defined classes whose objects interact with those from
Java class libraries. In Java, related classes are grouped into packages, many of which
are provided with the compiler. You can put your own classes into a package—this
facilitates their use in other programs.
115
116 Chapter 1 Introductory Java Language Features
The package java.lang, which contains many commonly used classes, is automatically provided to all Java programs. To use any other package in a program, an import
statement must be used. To import all of the classes in a package called packagename,
use the form
import packagename.*;
To import a single class called ClassName from the package, use
import packagename.ClassName;
Java has a hierarchy of packages and subpackages. Subpackages are selected using
multiple dots:
import packagename.subpackagename. ClassName;
The import statement allows the programmer to use the objects and methods defined in the designated package. By convention Java package names are lowercase. The
AP exam does not require knowledge of packages. You will not be expected to write
any import statements.
A Java program must have at least one class, the one that contains the main method.
The java files that comprise your program are called source files.
A compiler converts source code into machine-readable form called bytecode.
Here is a typical source file for a Java program.
/* Program FirstProg.java
Start with a comment, giving the prog(Under 3 ratings)

Lesson PlanStudents will relate the first and second kinematic equations to the respective graphs and use them to solve problems.(Under 3 ratings)

Lesson PlanThis Lesson is designed to incorporate story telling into the science classroom. Not only does this develop cross-curricular skills between science and english, but with this specific lesson it can also can include geographic expectations as well. The objective behind this lesson will be to have students develop a deeper understanding of the impact humans have on the environment around them. They will do this through two options: choosing a news story, assessing the geological, economical, and ecological impacts of the story. Additionally, students will need to apply the lessons from the story they have researched to their own lives. This can be done by implementing new strategies into their own life or community. This will relate real world problems to students personal lives creating a connection to their learning.
Option two is two develop their own creative story about their own lives or community. This is a unique opportunity to develop critical and creative skills in the science classroom.(Under 3 ratings)

Lesson PlanCommunicate the basic sub-atomic particles that make up an atom of any element. Read and understand the first 20 elements of the periodic table in the medium of English. Apply knowledge of sub-atomic particles to scientific problems involving a variety of elements.(Under 3 ratings)

Lesson PlanCommunicate the basic sub-atomic particles that make up an atom of any element. Read and understand the first 20 elements of the periodic table in the medium of English. Apply knowledge of sub-atomic particles to scientific problems involving a variety of elements.(Under 3 ratings)

Lesson Plan10:20-11:00
Aleph Bais introduce aleph bais learning! These are the most special letters! Give lick of honey :) Start with "aleph: for esrog!
Elul Teach 1. Elul is the name of the new Jewish month (Do little introduction about cycle of the moon. when the new cycle starts- it is a new month. Each month has a Jewish name.) Elul is a special time, for Teshuva, Tefillah and Tzedakah. Make crown with moon shapes.
Art
Math
Aleph Bais Make an esrog out of clay.(Under 3 ratings)

Lesson PlanThis week students will take a pre- self-evaluation to determine their background knowledge in Life Science. They will also work with vocabulary for life science and a reading passage as an introduction to this area of the GED science module in order to become more familiar with its content.(Under 3 ratings)

Lesson PlanThis week-long activity is designed to have students consider factors that contributed the military 'success' of colonizers on Canadian land and consider the current challenges and consequences of the global population increase while reaching out to their communities to bring sustainability to the minds of their friends and families.(Under 3 ratings)

Lesson PlanStudents should be able to understand the anatomical and physiological aspects of the Emu Respiratory System and how it works.(Under 3 ratings)

Lesson PlanStudents learn how the respiratory system functions in the Emu(Under 3 ratings)

Lesson PlanIn this lesson, students will simulate resource management scenarios that will call on their problem-solving and communication skills. They will learn about factors influencing resource management and make decisions about their "land" to manage it appropriately. They will link this to personal consumption in their own lives.(Under 3 ratings)

Plan 2-8Students will be able to predict the motion of an object that undergoes projectile motion.(Under 3 ratings)

Population Dynamics - Reasons for expanding populationsBy the end of this lesson students will have gained knowledge about the reasons for the population boom that has happened in the last 50 years. They will learn about the relationship between population growth and personal consumption. After, they will discuss the impact of technological development on the exponential growth of the human race.(Under 3 ratings)

SBI4U - Homeostasis & SciComm Part 1In this lesson, students will learn to communicate scientific information about homeostasis and the impact of human activity to an audience of their choice. They will begin to research a human impact of their choice (e.g. industrial pollution and asthma rates in children) and relate that issue to homeostatic processes in humans. They will also begin to plan how to communicate their research in the medium of their choice to an audience of their choice.(Under 3 ratings)

SBI4U- MLP #2Students should be able to verbally communicate human health issues based on the impact of human activities on the environment. Students should also be able to connect to how overall this is an increasing issue based on a society of people trying to become more sustainable, regardless of the costs.(Under 3 ratings)

Science in IndustryStudents should be able to understand the importance of chemical equilibrium in an industrial setting(Under 3 ratings)

Talkin' 'bout a (r)evolutionTo introduce how climate change may influence natural selection and what measures can be taken to slow these changes. In addition, warn the students of misguided information on the internet, and allow them to generate their own examples for article/story titles.(Under 3 ratings)

The Worlds Oceans (Unit 5) Section 2Students will be able to understand where the 6 major oceans are located and understand the difference between Oceans and Seas.(Under 3 ratings)

Unit 3-1 HonorsStudents will be able to describe the 6 requirements of a force, and identify and name forces acting on an object in a situation.(Under 3 ratings)

Unit 3-2Students relate forces in equilibrium to an object remaining at rest or moving at a constant velocity.
Students can provide examples of Newton's 1st law.(Under 3 ratings)

Unit 3-2 APStudents can draw free body diagrams
Students identify the the net force on an object and relate it to accelerated motion vs. non-accelerated motion.(Under 3 ratings)

DISCLAIMER: All Science (General) Lesson Plans below were created by users of The Lesson Builder. These plans are not curated for quality, so we strongly suggest you verify a plan meets your standards before using it in a class.